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Full text of "Oglethorpe University Bulletin, 2000-2002"

Digitized by the Internet Archive 

in 2011 with funding from 

Lyrasis Members and Sloan Foundation 



http://www.archive.org/details/oglethorpeuniver0002ogle 



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U ^TI V E R S *\ T Y 

ATLANTA 



2000-2002 BULLETIN 



Oglethorpe University is accredited by the Commission on Colleges of the South- 
ern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 
30033-4097; telephone (404) 679-4501) to award bachelor's degrees and master's 
degrees. The undergraduate and graduate teacher education programs are ap- 
proved by the Georgia Professional Standards Commission. 



Oglethorpe makes no distinction in its admission policies or procedures on grounds of age, race, 
gender, religious belief, color, sexual orientation, national origin, or disability. This Bulletin is pub- 
lished by the Office of the Provost, Oglethorpe University. The information included in it is accurate 
for the 2000-2002 academic years as of the date of publication, July 2000; however, the programs, 
policies, requirements, and regulations are subject to change as circumstances may require. The listing 
of a course or program in this Bulletin does not constitute a guarantee or contract that it will be offered 
during the 2000-2002 academic years. Final responsibility for selecting and scheduling courses and 
satisfactorily completing curriculum requirements rests with the student. 



Directory of Correspondence 

Oglethorpe University, 4484 Peachtree Road, N.E., Atlanta, Georgia 30319-2797 

(404)261-1441 



General College Policy 
Academic Policy 
Admission 
Advancement 



Adult Education 

(Evening Classes / Graduate Programs) 

Alumni Relations 



Campus Safety 
-Financial Aid/ Scholarships 
Financial Information 

Public Information and Public Relations 
Student Records / Transcripts 



Student Services (Residence Life, 

Food, Health, Counseling, Career Services, 

Experiential Education) 



Larry D. Large 
President 

Victoria L. Weiss 
Interim Provost 

Dennis T. Matthews 

Dean of Enrollment Management 

Diane K. Gray '77 

Interim Vice President for Advancement 

Rachel Anderson 

Director of University College 

Amy D. Zickus '94 
Director of Alumni Relations 

H. Bernard Potts '96 

Director of Campus Safety 

Patrick N. Bonones 
Director of Financial Aid 

John B. Knott, III 

Executive Vice President 

Connie L. Pendley '94 

Director of the Business Office 

Robert M. Hill 

Director of Public Relations 

Paul S. Hudson '72 
Registrar 

Artie L. Travis 

Vice President for Student Affairs and 
Community Life 



Visitors 



Oglethorpe University welcomes visitors to the campus throughout the year. To 
be sure of seeing a particular staff or faculty member, visitors are urged to make an 
appointment in advance. Administrative offices are open from 8:30 a.m. to 5:00 
p.m. on weekdays. In addition, appointments are available on Saturday. 

All of the offices of the University can be reached by calling Atlanta (404) 261- 
1441 (switchboard). The Public Relations Office (404) 364-8446 is available for assis- 
tance. The Admission Office can be reached directly by calling (404) 364-8307 in the 
Atlanta calling area or (800) 428-4484 outside of Atlanta. 



Table of Contents 



University Calendar 4 

Tradition, Purpose, and Goals 7 

History 1 1 

Campus Facilities 17 

Admission 25 

Financial Assistance 35 

Tuition and Costs 49 

Community Life 55 

Academic Regulations and Policies 67 

Educational Enrichment 79 

The Core Curriculum 89 

Programs of Study 95 

Board of Trustees 195 

President's Advisory Council 198 

National Alumni Association Board of 

Directors 200 

The Faculty 202 

Administration 207 

Campus Map 214 

Index 216 





Univ 


ersity Calendar 


Fall Semester, 2000 


Sat 


August 26 


Opening of Residence Halls and Orientation 


Sun 


August 27 


Orientation 


Mon 


August 28 


Orientation and Testing of New Students; 
Registration of Returning Students 


Tue 


August 29 


Registration of New Students 


Wed 


August 30 


First Day of Classes 


Mon 


September 4 


Labor Day Holiday 


Wed 


September 6 


Last Day to Drop or Add a Course; 
End of Late Registration 


Mon 


October 9 


Columbus Day Holiday 


Fri 


October 20 


Mid-Term; Last Day to Withdraw from a Course 
with a "W" Grade 


M-F 


November 13-17 


Pre-Registration for Spring Semester, 2001 


W-S 


November 22-26 


Thanksgiving Holidays 


Mon 


November 27 


Classes Resume 


Mon 


December 1 1 


Last Day of Classes 


Tue 


December 12 


Reading/ Preparation Day 


W-F 


December 13-15 


Final Examinations 


M-T 


December 18-19 


Final Examinations 


Sprig 


ig Semester, 2001 




Mon 


January 15 


Martin Luther King, Jr. Holiday; Opening 
of Residence Halls 


Tue 


January 16 


Orientation and Registration 


Wed 


January 17 


First Day of Classes 


Wed 


January 24 


Last Day to Drop or Add a Course; 
End of Late Registration 


Wed 


February 14 


Oglethorpe Day Convocation 


Fri 


March 9 


Mid-Term; Last Day to Withdraw from a Course 
with a "W" Grade 


Sat-S 


March 17-25 


Spring Holidays 


Mon 


March 26 


Classes Resume 


M-F 


April 9-13 


Pre-Registration for Summer and Fall 
Semesters, 2001 


Wed 


April 18 


Honors and Awards Convocation 


Tue 


May 1 


Last Day of Classes 


Wed 


May 2 


Reading/Preparation Day 


Th-F 


May 3-4 


Final Examinations 


M-W 


May 7-9 


Final Examinations 


Sat 


May 12 


Commencement 



Fall Semester, 2001 



Sat August 25 
Sun August 26 
Mon August 27 



Tue 


August 28 


Wed 


August 29 


Mon 


September 3 


Wed 


September 5 


Mon 


October 8 


Fri 


October 19 


M-F 


November 12-16 


W-S 


November 21-25 


Mon 


November 26 


Mon 


December 10 


Tue 


December 1 1 


W-F 


December 12-14 


M-T 


December 17-18 



Opening of Residence Halls and Orientation 

Orientation 

Orientation and Testing of New Students; 

Registration of Returning Students 
Registration of New Students 
First Day of Classes 
Labor Day Holiday 
Last Day to Drop or Add a Course; 

End of Late Registration 
Columbus Day Holiday 
Mid-Term; Last Day to Withdraw from a Course 

with a "W" Grade 
Pre-Registration for Spring Semester, 2002 
Thanksgiving Holidays 
Classes Resume 
Last Day of Classes 
Reading/Preparation Day 
Final Examinations 
Final Examinations 



Spring Semester, 2002 



Mon 


January 14 


Tue 


January 15 


Wed 


January 16 


Mon 


January 2 1 


Wed 


January 23 


Wed 


February 13 


Fri 


March 8 


Sat-S 


March 16-24 


Mon 


March 25 


M-F 


April 8-12 


Wed 


April 17 


Tue 


April 30 


Wed 


May 1 


Th-F 


May 2-3 


M-W 


May 6-8 


Sat 


May 11 



Opening of Residence Halls and Orientation 

Orientation and Registration 

First Day of Classes 

Martin Luther King, Jr. Holiday 

Last Day to Drop or Add a Course; 

End of Late Registration 
Oglethorpe Day Convocation 
Mid-Term; Last Day to Withdraw from a Course 

with a "W" Grade 
Spring Holidays 
Classes Resume 
Pre-Registration for Summer and Fall 

Semesters, 2002 
Honors and Awards Convocation 
Last Day of Classes 
Reading/Preparation Day 
Final Examinations 
Final Examinations 
Commencement 



Courses also are offered during several summer sessions. For dates and course offerings, 
contact the Registrar's Office. 



2000 






JULY 












AUGUST 










SEPTEMBER 




s 


M 


T W 


T 


F 


S 

1 


S 


M 


T W T 

1 2 3 


F 
4 


s 

5 


S 


M 


T W T 


F S 

1 2 


2 


3 


4 5 


6 


7 


8 


6 


7 


8 9 10 


11 


12 


3 


4 


5 6 7 


8 9 


9 


10 


11 12 


13 


14 


15 


13 


14 


15 16 17 


18 


19 


10 


11 


12 13 14 


15 16 


16 


17 


18 19 


3 


21 


3 


3 


21 


22 3 24 


3 


2B 


17 


18 


19 3 21 


22 3 


23 


24 


25 26 


27 


3 


3 


27 


3 


3 3 31 






24 


3 


3 27 3 


3 3 


30 


31 
































OCTOBER 










NOVEMBER 










DECEMBER 




S 


M 


T W 


T 


F 


S 


S 


M 


T W T 


F 


S 


S 


M 


T W T 


F S 


1 


2 


3 4 


5 


6 


7 






1 2 


3 


4 








1 2 


8 


9 


10 11 


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14 


5 


6 


7 8 9 


10 


11 


3 


4 


5 6 7 


8 9 


15 


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17 18 


19 


3 


21 


12 


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14 15 16 


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18 


10 


11 


12 13 14 


15 16 


22 


23 


24 25 


26 


27 


3 


19 


3 


21 22 3 


24 


3 


17 


18 


19 3 21 


22 3 


29 


30 


31 








3 


27 


3 3 3 






24 
31 


3 


3 27 3 


3 3 


2001 






JANUARY 










FEBRUARY 










MARCH 




s 


M 

1 


T W 

2 3 


T 
4 


F 

5 


S 

6 


S 


M 


T W T 

1 


F 
2 


S 

3 


S 


M 


T W T 


F S 

1 2 


7 


8 


9 10 


11 


12 


13 


4 


5 


6 7 8 


9 


10 


3 


4 


5 6 7 


8 9 


14 


15 


16 17 


18 


19 


3 


11 


12 


13 14 15 


16 


17 


10 


11 


12 13 14 


15 16 


21 


22 


23 24 


3 


3 


27 


18 


19 


3 21 3 


3 


24 


17 


18 


19 3 21 


22 23 


28 


3 


30 31 








25 


3 


27 3 






24 

31 


3 


3 27 3 


3 3 






APRIL 












MAY 










JUNE 




S 


M 

1 


T W 

2 3 


T 
4 


F 
5 


S 

6 


S 


M 


T W T 

1 2 


F 
3 


S 
4 


S 


M 


T W T 


F S 

1 


7 


8 


9 10 


11 


12 


13 


5 


6 


7 8 9 


10 


11 


2 


3 


4 5 6 


7 8 


14 


15 


16 17 


18 


19 


3 


12 


13 


14 15 16 


17 


18 


9 


10 


11 12 13 


14 15 


21 


22 


23 24 


3 


3 


27 


19 


3 


21 22 a 


24 


3 


16 


17 


18 19 3 


21 3 


28 


3 


30 








3 


27 


3 3 3 


31 




3 

3 


24 


3 3 27 


3 3 






JULY 












AUGUST 










SEPTEMBER 




S 


M 


T W 


T 


F 


S 


S 


M 


T W T 


F 


S 


S 


M 


T W T 


F S 




1 


2 3 


4 


5 


6 






1 


2 


3 


1 


2 


3 4 5 


6 7 


7 


8 


9 10 


11 


12 


13 


4 


5 


6 7 8 


9 


10 


8 


9 


10 11 12 


13 14 


14 


15 


16 17 


18 


19 


3 


11 


12 


13 14 15 


16 


17 


15 


16 


17 18 19 


3 21 


21 


22 


23 24 


3 


3 


27 


18 


19 


3 21 3 


3 


24 


22 


3 


24 3 3 


27 3 


28 


29 


30 31 








3 


3 


27 3 3 


3 


31 


3 


3 










OCTOBER 










NOVEMBER 










DECEMBER 




S 


M 


T W 


T 


F 


S 


S 


M 


T W T 


F 


S 


S 


M 


T W T 


F S 






1 2 


3 


4 


5 








1 


2 


1 


2 


3 4 5 


6 7 


6 


7 


8 9 


10 


11 


12 


3 


4 


5 6 7 


8 


9 


8 


9 


10 11 12 


13 14 


13 


14 


15 16 


17 


18 


19 


10 


11 


12 13 14 


15 


16 


15 


16 


17 18 19 


3 21 


20 


21 


22 23 


24 


3 


3 


17 


18 


19 3 21 


3 


3 


22 


23 


24 3 3 


27 3 


27 


26 


3 30 


31 






24 


3 


3 27 3 


3 


3 


29 


3 


31 




2002 






JANUARY 










FEBRUARY 










MARCH 




s 


M 


T W 

1 


T 
2 


F 
3 


S 

4 


S 


M 


T W T 


F 


S 

1 


S 


M 


T W T 


F S 

1 


5 


6 


7 8 


9 


10 


11 


2 


3 


4 5 6 


7 


8 


2 


3 


4 5 6 


7 8 


12 


13 


14 15 


16 


17 


18 


9 


10 


11 12 13 


14 


15 


9 


10 


11 12 13 


14 15 


19 


3 


21 22 


3 


24 


3 


16 


17 


18 19 3 


21 22 


26 


27 


28 3 


30 


31 




16 
3 


17 
24 


18 19 3 
S 3 27 


21 
3 


3 


3 


24 
,31 


3 3 27 


3 3 






APRIL 












MAY 










JUNE 




S 


M 


T W 


T 


F 


S 


S 


M 


T W T 


F 


S 


S 


M 


T W T 


F S 






1 2 


3 


4 


5 






1 


2 


3 


1 


2 


3 4 5 


6 7 


6 


7 


8 9 


10 


11 


12 


4 
11 


5 

12 


6 7 8 
13 14 15 


9 
16 


10 

17 


8 


9 


10 11 12 


13 14 


13 


14 


15 16 


17 


18 


19 


18 


19 


3 21 3 


3 


24 


15 


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17 18 19 


3 21 


20 


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22 3 


24 


3 


3 


3 


26 


27 3 3 


30 


31 


22 


3 


24 3 3 


27 3 


27 


28 


3 30 


















29 


3 







Tradition, Purpose 
and Goals 




Oglethorpe derives its institutional purpose from an awareness and apprecia- 
tion of the University's heritage and from an analysis of the needs of contemporary 
society. The goals of the educational program and of other component parts of the 
University are based on this sense of institutional purpose. 



The Oglethorpe Tradition 



Oglethorpe University was established in 1835 and named after General James 
Edward Oglethorpe, the founder of Georgia. The University was patterned on 
Corpus Christi College, Oxford, General Oglethorpe's alma mater. Although 
influenced by other conceptions of higher education, Oglethorpe University has 
been shaped principally by the English tradition of collegiate education, which 
many observers believe is the finest type produced by Western civilization. 

Briefly stated, four characteristics have made this kind of college widely ad- 
mired: 

1. Colleges in the English tradition emphasize broad education for intelligent 
leadership. They recognize that this is a more useful undergraduate educa- 
tion for the able young person than technical training for a specific job. 

2. Colleges such as Oglethorpe stress the basic academic competencies - read- 
ing, writing, speaking, and reasoning - and the fundamental fields of knowl- 
edge - the arts and sciences. These are essential tools of the educated person. 

3. Close relationships between teacher and student are indispensable to this 
type of education. A teacher is not merely a conveyor of information - the 
invention of the printing press and advances in information technology have 
made that notion of education obsolete. Rather, the most important func- 
tion of the teacher is to stimulate intellectual activity in the student and to 
promote his or her development as a mature person. 

4. A collegiate education is far more than a collection of academic courses. It is 
a process of development in which campus leadership opportunities, resi- 
dential life, athletics, formal and informal social functions, aesthetic experi- 
ences, and contact with students from other cultures, in addition to classroom 
exercises, all play important roles. Versatility and ability to lead are impor- 
tant goals of this type of undergraduate education. 

Another aspect of Oglethorpe's tradition was contributed by Philip Weltner, 
President of the University from 1944 to 1953. Oglethorpe, he said, should be a 
college that was "superlatively good." Only at a college with carefully selected 
students and faculty, he believed, could young persons achieve their fullest intellec- 
tual development through an intense dialogue with extraordinary teachers. Thus, 
a commitment to superior performance is an important element of the Oglethorpe 
tradition. 



Purpose: Education for a Changing Society 

While an institution may take pride in a distinguished heritage, it is also essen- 
tial that its educational program prepare young people to function effectively in a 
complex and rapidly developing society, which places a premium on adaptability. 
People in positions of leadership must be able to function effectively in changing 
circumstances. The broadly educated person, schooled in fundamental principles, 
is best equipped to exercise leadership in a world that is being transformed by high 
technology and new information. Oglethorpe emphasizes the preparation of the 
humane generalist - the kind of leader needed by a complex and changing society. 

The location of the University in the dynamic city of Atlanta offers unique op- 
portunities for students to experience first-hand the relevance of their education 
to the exciting changes that are a part of modern development. Students are 
encouraged to explore the connections between their educational experiences on 
campus and the challenges that face a city today. Atlanta offers a multitude of 
opportunities for students to see the process and result of change and innovation 
in areas such as government, business, education, cultural affairs, artistic endeav- 
ors, international exchanges, transportation, recreation, medical services, science, 
and technology. 

Oglethorpe University limits its educational program to the arts and sciences, 
business administration, and teacher education. It defines its primary role as the 
conduct of a program of undergraduate education for men and women of supe- 
rior ability who desire a traditional liberal arts college experience. In addition, a 
master's degree in teacher education, a master's degree in business administra- 
tion, and an evening undergraduate program are offered as services to the local 
community. All degree programs share a commitment to educational objectives 
firmly rooted in the liberal arts and dedicated to fostering life-long learning. 

Goals 

Educators at Oglethorpe expect their graduates to display abilities, skills, intel- 
lectual attitudes, and sensitivities that are related to the University's purpose. The 
curriculum and extracurricular life are designed to develop the following: 

1. The ability to read critically - to evaluate arguments and the evidence, and to 
draw appropriate conclusions. 

2. The ability to convey ideas in writing and in speech - accurately, grammati- 
cally, and persuasively. 

3. Skill in reasoning logically and thinking analytically and objectively about 
important matters. 

4. An understanding of the most thoughtful reflections on right and wrong and 
an allegiance to principles of right conduct, as reflected by Oglethorpe's 
Honor Code. 

5. The willingness and ability to assume the responsibilities of leadership in 
public and private life, including skill in organizing the efforts of other per- 
sons on behalf of worthy causes. 



6. An inclination to continue one's learning after graduation from college and 
skill in the use of books, information technology, and other intellectual tools 
for that purpose. 

7. A considered commitment to a set of career and life goals. 

8. An awareness of the increasingly international character of contemporary 
life and skill in interacting with persons of diverse cultural backgrounds. 

In its dedication to a broad, comprehensive liberal education for each student, 
Oglethorpe has created a common set of core courses that invites students to be 
thoughtful, inquisitive, and reflective about the human condition and the world 
surrounding them. These core courses work together with students' experiences 
in advanced courses in their chosen disciplines to encourage the lifelong "habit of 
mind" that is extolled in John Henry Newman's The Idea of a University. Students 
are thus urged to consider carefully what they see, hear, and read, to examine 
questions from more than one point of view, and to avoid leaping quickly to conclu- 
sions. 

All undergraduate programs also require the student to develop a deeper 
grasp of one or more fields of knowledge organized coherently as a major. The 
student's major may be pursued in a single field, such as biology, economics, or 
English, or it may cut across two or more traditional fields (as an interdisciplinary 
or individually planned major). 

The success of Oglethorpe alumni and students in their subsequent education, 
a wide variety of careers, and community life attests to the soundness of this ap- 
proach to education. 



10 



History 




Old Oglethorpe University began in the early 1800s with a movement by Geor- 
gia Presbyterians to establish in their state an institution for the training of minis- 
ters. For generations, southern Presbyterian families had sent their sons to 
Princeton College in New Jersey, and the long distance traveled by stage or horse- 
back suggested the building of a similar institution in the South. 

Oglethorpe University was chartered by the state of Georgia in 1835, shortly 
after the centennial observance of the state. The college was named after James 
Edward Oglethorpe, the founder of Georgia. Oglethorpe University, which com- 
menced actual operations in 1838, was thus one of the earliest denominational 
institutions in the South located below the Virginia line. The antebellum college, 
which began with four faculty members and about 25 students, was located at 
Midway, a small community near Milledgeville, then the capital of Georgia. 

Throughout its antebellum existence the Oglethorpe curriculum consisted pri- 
marily of courses in Greek, Latin, classical literature, theology, and a surprising 
variety of natural sciences. Oglethorpe's president during much of this period was 
Samuel Kennedy Talmage, an eminent minister and educator. Other notable 
Oglethorpe faculty members were Nathaniel M. Crawford, professor of math- 
ematics and a son of Georgia statesman William H. Crawford; Joseph LeConte, 
destined to earn world fame for his work in geology and optics; and James 
Woodrow, an uncle of Woodrow Wilson and the first professor in Georgia to hold 
the Ph.D. degree. Oglethorpe's most distinguished alumnus from the antebellum 
era was the poet, critic, and musician Sidney Lanier, who graduated in 1860. Lanier 
remained as tutor in 1861 until he, with other Oglethorpe cadets, marched away to 
war. Shortly before his death, Lanier remarked to a friend that his greatest intellec- 
tual impulse was during his college days at Oglethorpe University. 

Old Oglethorpe in effect "died at Gettysburg." During the Civil War its students 
were soldiers, its endowment was lost in Confederate bonds, and its buildings 
were used for barracks and hospitals. The school closed in 1862 and afterward 
conducted classes irregularly at the Midway location. In 1870 the institution was 
briefly relocated in Georgia's postbellum capital of Atlanta, at the site of the 
present City Hall. Oglethorpe at this time produced several educational innova- 
tions, expanding its curriculum to business and law courses and offering the first 
evening college classes in Georgia. The dislocation of the Reconstruction era proved 
insurmountable, however, and in 1872 Oglethorpe closed its doors for a second 
time. 

Oglethorpe University was rechartered in 1913, and in 1915 the cornerstone to 
the new campus was laid at its present location on Peachtree Road in north At- 
lanta. Present to witness the occasion were members of the classes of 1860 and 
1861, thus linking the old and the new Oglethorpe University. The driving force 
behind the University's revival was Dr. Thornwell Jacobs, whose grandfather, Pro- 
fessor Ferdinand Jacobs, had served on the faculty of Old Oglethorpe. Thornwell 
Jacobs, who became the Oglethorpe president for nearly three decades, intended 
for the new campus to be a "living memorial" to James Oglethorpe. The distinctive 
Gothic revival architecture of the campus was inspired by the honorary alma mater 
of James Oglethorpe, Corpus Christi College, Oxford. The collegiate coat-of-arms, 
emblazoned with three boar's heads and the inscription Nescit Cedere ("He does 
not know how to give up"), replicated the Oglethorpe family standard. For the 
college athletic teams, Jacobs chose an unusual mascot - a small, persistent sea- 
bird, which according to legend, had inspired James Oglethorpe while on board 



12 



ship to Georgia in 1732. The Oglethorpe University nickname "Stormy Petrels" is 
unique in intercollegiate athletics. 

Although Presbyterian congregations throughout the South contributed to the 
revival of Oglethorpe University, the school never re-established a denominational 
affiliation. Since the early 1920s Oglethorpe has been an independent nonsectar- 
ian co-educational higher educational institution. Its curricular emphasis contin- 
ued in the liberal arts and sciences and expanded into professional programs in 
business administration and education. From the 1920s through the 1940s, the 
institution received major contributions from several individuals. Some of the most 
prominent benefactors were: John Thomas Lupton, Coca-Cola bottler from Chat- 
tanooga, Tennessee; Atlanta business community members Harry Hermance and 
Mrs. Robert J. Lowry; and publisher William Randolph Hearst. The latter gave to 
Oglethorpe a sizable donation of land. In the early 1930s the Oglethorpe campus 
covered approximately 600 acres, including 30-acre Silver Lake, which was renamed 
Lake Phoebe after the publisher's mother, Phoebe Apperson Hearst. 

During Thornwell Jacobs' tenure he launched several projects which brought 
national and even international repute to Oglethorpe University. In 1923 Jacobs 
discovered the tomb of James and Elizabeth Oglethorpe in Cranham, England. For 
about a decade Oglethorpe University was involved in major college athletics, and 
the Stormy Petrels fielded football teams that defeated both Georgia Tech and the 
University of Georgia. Perhaps Oglethorpe's most famous athlete was Luke Appling, 
enshrined in the Major League Baseball Hall of Fame. Dr. Jacobs in the 1930s 
became, however, one of the earliest and most articulate critics of misplaced priori- 
ties in intercollegiate athletics, and Oglethorpe curtailed development in this area. 
In the early 1930s Oglethorpe attracted widespread attention with its campus radio 
station, WJTL, named after benefactor John Thomas Lupton. Oglethorpe's Uni- 
versity of the Air was a notable experiment, which lasted about five years, that 
broadcast college credit courses on the air waves. Oglethorpe University was one of 
the first institutions to confer honorary doctorates on national figures in order to 
recognize superior civic and scientific achievement. Among Oglethorpe's early 
honorary alumni were Woodrow Wilson, Walter Lippman, Franklin Roosevelt, 
Bernard Baruch, Amelia Earhart, and David Sarnoff. 

Perhaps the best known of all of Jacobs' innovations was the Oglethorpe Crypt 
of Civilization, which he proposed in the November 1936 issue of Scientific Ameri- 
can. This prototype for the modern time capsule was an effort to provide, for 
posterity, an encyclopedic inventory of life and customs from ancient times through 
the middle of the 20th century. The Crypt, sealed in the foundation of Phoebe 
Hearst Hall in 1940, is not to be opened until 8113 A.D. It has been hailed by the 
Guiness Book of World Records as "the first successful attempt to bury a record 
for future inhabitants or visitors to the planet earth." 

In 1944 Oglethorpe University began a new era under Philip Weltner, a noted 
attorney and educator. With a group of faculty associates, Dr. Weltner initiated an 
exciting approach to undergraduate education called the "Oglethorpe Idea." It 
involved one of the earliest efforts to develop a core curriculum, with the twin aims 
to "make a life and to make a living." The Oglethorpe core, which was applauded by 
The New York Times, aimed at a common learning experience for students with 
about one-half of every student's academic program consisting of courses in "Citi- 
zenship" and "Human Understanding." After World War II, Oglethorpe University 
emphasized characteristics it had always cultivated, notably close personal relation- 



13 



ships, in order to be, in Dr. Weltner's words, "a small college superlatively good." 
From 1965 through part of 1972 the institution was called Oglethorpe College. But 
the historical identity of Oglethorpe University was so strong that in 1972 the 
original chartered name was re-established. Oglethorpe continued toward its goals 
and in the late 1960s began a facilities expansion program, which created a new 
part of the campus, including a modern student center and residential complex. 

By the 1980s the Carnegie Foundation for the Advancement of Teaching had 
classified Oglethorpe in the category of Liberal Arts I (now referred to as Baccalau- 
reate [Liberal Arts] Colleges I). These highly selective undergraduate institutions 
award more than half of their degrees in the arts and sciences. By the 1990s the 
University was listed favorably in the Fiske Guide to Colleges, The Princeton Review 
Student Access Guide, Barron's 300 Best Buys in College Education, National Review 
College Guide - America 's Top Liberal Arts Schools and many other guides to selective 
colleges. 

The student body, while primarily from the South, has become increasingly 
cosmopolitan; in a typical semester, Oglethorpe draws students from about 30 
states and 30 foreign countries. The University has established outreach through 
its evening-weekend degree programs; teacher certification and a graduate pro- 
gram in education; a graduate program in business administration; and the 
Oglethorpe University Museum. The University is also home to the Georgia 
Shakespeare Festival. 

As Oglethorpe University enters the 21st century, it has demonstrated contin- 
ued leadership in the development and revision of its core curriculum, with efforts 
funded by the National Endowment for the Humanities. The historic district of the 
100-acre campus has been designated in the National Register of Historic Places. 
Enrollment is about 1,300 with the plans for controlled growth to about 1,500. 
Oglethorpe remains on the forefront of educational innovation, with a curriculum 
that features interactive learning. The University uses a variety of effective peda- 
gogical techniques: perhaps most notable are the peer tutoring program, class- 
room learning that is actively connected to contemporary experience through 
internships and other opportunities for experiential education, and a unique pro- 
gram in urban leadership that invites students to consider ways in which they can 
become community leaders for the future. Reflecting the contemporary growth of 
the city of Atlanta, Oglethorpe has recently developed a distinctive international 
dimension. Students at the University may complement their campus programs 
with foreign studies at sister institutions in Argentina, France, Germany, Monaco, 
the Netherlands, Japan, Russia, Mexico, and Ecuador. As Oglethorpe University 
continues to grow, academically and materially, it is ever mindful of its distinguished 
heritage and will still remain, in the affectionate words of poet and alumnus Sidney 
Lanier, a "college of the heart." 



14 



Presidents of the University 



Carlyle Pollock Beman, 1836-1840 Donald Wilson, 1956-1957 

Samuel Kennedy Talmage, 1841-1865 Donald Charles Agnew, 1958-1964 

William M. Cunningham, 1869-1870 George Seward, Acting, 1964-1965 

David Wills, 1870-1872 Paul Rensselaer Beall, 1965-1967 

Thornwell Jacobs, 1915-1943 Paul Kenneth Vonk, 1967-1975 

Philip Weltner, 1944-1953 Manning Mason Pattillo, Jr., 1975-1988 

James Whitney Bunting, 1953-1955 Donald Sheldon Stanton, 1988-1999 

Larry Denton Large, 1999- 



15 



Campus Facilities 




Oglethorpe University's facilities are generally accessible to physically impaired 
students. All buildings on campus are equipped with either ramps or ground-floor 
entry. With the exception of Lupton Hall, the primary classroom and office build- 
ings have elevators to all floors. Appointments with faculty members or adminis- 
trators with inaccessible offices are scheduled in accessible areas. Only three 
classrooms are not accessible. When appropriate, classes are reassigned so all 
classes are available to all students. All residence halls include accessible housing 
space. 

Smoking is prohibited in all campus buildings at Oglethorpe University. This 
includes classrooms, offices, labs, meeting rooms, lounge areas, restrooms, corri- 
dors, stairwells, the Library, the Field House, the Schmidt Center, the Student 
Center, and any other interior spaces in buildings. An exception to the rule is 
provided for residents in the privacy of their residence hall rooms. 

Lowry Hall - Philip Weltner Library 

The Philip Weltner Library is a recently remodeled and expanded facility, which 
includes a formal reading room with an atrium and an after-hours reading room. In 
addition, there are numerous study rooms and carrels, computers for on-line us- 
age, and an audio-visual room. The Library of Congress classification is used in an 
open-stack arrangement allowing free access to users on all three floors. 

The collection of over 150,000 volumes includes books, periodicals, and micro- 
forms, as well as audio-visual and machine-readable materials. More than 730 peri- 
odical subscriptions provide a diversified range of current information. 

The library has an on-line catalog and a computerized circulation system to aid 
the library patron. The library is a member of the library consortium of the Atlanta 
Regional Consortium for Higher Education, and participates in Galileo, a state- 
wide information network. 

The library is open seven days a week during the regular academic year. 

Oglethorpe University Museum 

Oglethorpe University Museum, occupying the entire third floor of the Philip 
Weltner Library, opened in the spring of 1993 after extensive renovations of the 
previous Oglethorpe University Art Gallery. The museum, covering 7,000 square 
feet, has a comfortable, intimate environment that includes two spacious galleries, 
the Museum Gift Shop, and offices. It is considered an important cultural addition 
to Atlanta's growing art scene, drawing thousands of visitors each year. 

In addition to the permanent collection, three exhibitions are held each year, 
which feature artwork that is international, representational, often figurative and 
spiritual in nature. 

Recent exhibitions such as The Mystical Arts of Tibet: Featuring Personal Sa- 
cred Objects of the Dalai Lama and The Grand Tour: Landscape and Veduta 
Paintings, Venice and Rome in the 18th Century have garnered national media 
attention and brought international art experts form around the world to lecture 
on campus. 

For Museum hours and exhibit information, call (404) 364-8555. 



18 



Conant Performing Arts Center 



This new performing arts center, completed in 1997, is a four-story facility lo- 
cated adjacent to the Philip Weltner Library. It provides a permanent home for the 
Georgia Shakespeare Festival and for classes in theatre and music for Oglethorpe's 
undergraduate liberal arts students. It houses a mainstage theatre with seating for 
500, a lobby, rehearsal and dressing rooms, an area for receptions, offices, and 
shipping and receiving facilities. 



Emerson Student Center 



The Emerson Student Center is named in honor of William A. and Jane S. 
Emerson, benefactors of the University. As the hub of campus life, the Emerson 
Student Center houses the cafeteria, the student association office, the student 
newspaper and yearbook offices, the student post office, a lounge, television area, 
and a snack bar/game room. The administrative offices of the Vice President for 
Student Affairs and Community Life, the Director of the Student Center, the 
Director of Residence Life, the Health and Counseling Center, and the Director of 
Musical Activities are also located here. An outdoor swimming pool is adjacent to 
the building. 



Lupton Hall 



Lupton Hall, built in 1920 and named in honor of John Thomas Lupton, was 
one of the three original buildings on the present Oglethorpe University campus. 
Renovated in 1973 and 1996, it contains primarily administrative offices, faculty 
offices, an auditorium for 300 persons, classrooms, and a computer laboratory. 
Administrative offices located in Lupton Hall include the President, Executive Vice 
President, Provost, Admission, Advancement, Financial Aid, and the Registrar. 

The cast-bell carillon in the Lupton tower has 42 bells, which chime the quarter 
hours. 



Hearst Hall 



Phoebe Hearst Hall was built in 1915 in the handsome neo-Gothic architecture 
that dominates the Oglethorpe campus. The building is named in honor of Phoebe 
Apperson Hearst, the mother of William Randolph Hearst, Sr. 

It was renovated in the fall of 1972 as a classroom and faculty office building. 
Most classes, with the exception of science and mathematics, are held in this build- 
ing, which is located directly across from Lupton Hall. University College, which 
offers accelerated degree programs and non-credit courses for adult students, is 
located on the main level of the building. 

The dominant feature of the building is the beautiful Great Hall, the site of 
many traditional and historic events at Oglethorpe. Located on the lower level of 
the building is the University Bookstore and the much-publicized Crypt of Civiliza- 
tion. The capsule was sealed on May 28, 1940 and is not to be opened until May 28, 
8113. 



19 



Goslin Hall 



Goslin Hall was completed in 1971 and houses the Division of Natural Sciences. 
Lecture halls and laboratories for biology, chemistry, and physics are located in the 
building. Goslin Hall was named in honor of Dr. Roy N. Goslin, the late Professor 
Emeritus of Physics, for his many years of dedicated work for the college and the 
nation. A new physics laboratory, made possible by a grant from the Olin Founda- 
tion, was opened in 1979. All laboratories were renovated in 1985. A computer 
laboratory is also available for student usage. 



Goodman Hall 



Goodman Hall was built in 1956 and renovated in 1970, when it was transformed 
from a men's into a women's residence hall. In 1997 it was again renovated to 
provide housing for the Academic Resource Center, Career Services, Experiential 
Education, Learning Disabilities Services, and the Rich Foundation Urban Leader- 
ship Program. Goodman Hall is also home to faculty offices, the Career Library, a 
resource center for study abroad, the Oglethorpe Cafe, and a computer-training 
center with computer laboratories available for student usage. 



Traer Hall 



Built in 1969, Traer Hall is a three-story women's residence which houses 168 
students. Construction of the building was made possible through the generosity 
of the late Wayne S. Traer, Oglethorpe University alumnus of the class of 1928. The 
double occupancy rooms arranged in suites, open onto a central plaza courtyard. 

Upper Residence Hall Complex 

Six residence halls are situated around the upper quadrangle. Alumni, Dempsey, 
Jacobs, Schmidt, and Trustee Halls, constructed in 1968, house both men and 
women. All rooms on the first and second floors are suites with private entrances 
and baths. Rooms on the third floor are traditional residence hall floors with a 
common bathroom. 

Opened in the spring of 1996, the new residence hall is coed, non-smoking, and 
accommodates 73 students. It is designed as a more traditional facility with a central 
entrance and two-, three-, and four-person suites off central hallways. 



Faith Hall 



An art studio, classrooms, and offices are located on the upper level of Faith Hall. 

Dorough Field House 

The R.E. Dorough Field House is the site of intercollegiate basketball and volley- 
ball and large campus gatherings such as concerts and commencement exercises. 
Built in 1960, the structure underwent major renovation in 1979. The building is 
named for the late R. E. Dorough, a former Trustee of the University. 



20 



Steve Schmidt Sport 8c Recreation Center 

Dedicated in 1995, the Schmidt Center is a 22,000 square-foot addition to Dorough 
Field House. The Center has basketball and volleyball courts, a running track, 
seven offices, a conference room, locker rooms, a weight room, handball courts, a 
training room, and an entrance lobby. The facility is used primarily for recreation 
and intramural sports. The Center is named for Stephen J. Schmidt, Oglethorpe 
University alumnus of the class of 1940 and long-time member of the Board of 
Trustees, who personally led the fund-raising effort for the addition. 

Outdoor Athletic Facilities 

Intercollegiate soccer is played on the Oglethorpe soccer field, located behind 
the upper residence hall complex. Intercollegiate baseball is played on Anderson 
Field between Hermance Stadium and Dorough Field House. Six tennis courts are 
adjacent to the field house and below them is a six-lane, all-weather LayKold track. 
There is an outdoor volleyball court (sand) behind the upper residence hall com- 
plex. 

Computer Facilities and Services 

Every residence hall room, faculty office, and appropriate staff office has a 
connection to the Oglethorpe computer network and through that intranet to the 
greater world of the Internet with all its resources. Access is also available to 
students through computers located in the library, Goslin, Lupton and Goodman 
Halls. Through the OUNet users can also connect to the Voyager Library System, 
which provides access to the library's catalog and to Galileo, the Georgia Library 
Learning Online services of the University System of Georgia. The Galileo system 
provides access to databases containing bibliographical information, summaries, 
and in many cases, access to full text of articles and abstracts. 

E-mail and Computer Use Policy 

A policy has been established to ensure the proper use of Oglethorpe University's 
computer, network and telecommunication resources and services by its students, 
employees, independent contractors, and other computer users. All individuals 
have the responsibility to use computer resources in an efficient, effective, ethical, 
and lawful manner. The policy, rules, and conditions apply to all users of computer, 
network and telecommunication resources and services, wherever the users are 
located. Violations of this policy may result in suspension without notice of privi- 
leges to use the resources and services, disciplinary action, including possible 
termination, and/or legal action. 

Oglethorpe University has the right, but not the duty, to monitor any and all 
aspects of the computer and network systems, including employee and student 
e-mail, to ensure compliance with this policy. The University has the right to use 
information gained in this way in disciplinary or criminal proceedings. The comput- 
ers and computer accounts in use by employees and students are to assist them in 
the performance of their jobs and in attaining their educational goals. Employees 
and students should not have an expectation of privacy in anything they create, 
send, or receive on their network-attached computers. The computer, network and 

21 



telecommunication systems belonging to Oglethorpe University are for University 
business and educational purposes. Any other use in conflict with these purposes 
is not permitted. 

Computer users are governed by the following provisions, which apply to all use 
of computer and telecommunication resources and services. Computer and tele- 
communication resources and services include, but are not limited to, the follow- 
ing: host computers, file servers, workstations, standalone computers, laptops, 
software, and internal or external communications networks (Internet, commercial 
online services, bulletin board systems, and e-mail systems) that are accessed di- 
rectly or indirectly from Oglethorpe University's computer facilities. This policy 
may be amended or revised periodically as the need arises. 

The term "users," as used in this policy, refers to all employees, students, inde- 
pendent contractors, and other persons or entities accessing or using Oglethorpe 
University's computer, network and telecommunication resources and services. 

1. Users must comply with all copyrights laws and fair use provisions, software 
licenses, and all other state and federal laws governing intellectual property. 
Inappropriate reproduction and/or distribution of copyright music, mov- 
ies, computer software, text, images, etc. is strictly prohibited. 

2. The electronic mail system shall not be used for "broadcasting" of unsolic- 
ited mail (unless authorized by the department chair or unit head) or for 
sending chain letters. Fraudulent, harassing, obscene, or other unlawful 
material may not be sent by e-mail or other form of electronic communica- 
tion or displayed on or stored in Oglethorpe University's computers. 

3. Users should use the same care in drafting e-mail and other electronic 
documents as they would for any other written communication. Anything 
created on the computer may, and likely will, be reviewed by others. 

4. Users may not install software onto their individual computers (faculty and 
staff), lab computers or the network without first receiving express authori- 
zation to do so from Network Resources. 

5. Users shall not forward e-mail to any other person or entity without the 
express permission of the sender. 

6. Users should not alter or copy a file belonging to another user without first 
obtaining permission from the owner of the file. The ability to read, alter or 
copy a file belonging to another user does not imply permission to read, 
alter or copy that file. 

7. The computer, network and telecommunication resources and services of 
Oglethorpe University may not be used for the transmission, creation or 
storage of commercial activity, personal advertisements, solicitations, pro- 
motions, destructive programs (viruses and/or self-replicating code), politi- 
cal material, or any other unauthorized or personal use. 

8. Users are responsible for safeguarding their passwords for the system. 
Individual passwords should not be printed, stored online, or given to oth- 
ers. Users are responsible for all transactions made using their passwords. 

9. A user's ability to connect to other computer systems through the network 
does not imply a right to connect to those systems or to make use of those 
systems unless specifically authorized by the operators of those systems. 



22 



10. Entry into a system, including the network system, by individuals not specifi- 
cally authorized or attempts to circumvent the protective mechanisms of any 
University system are prohibited. Deliberate attempts to degrade system 
performance or capability, or attempts to damage systems, software or intel- 
lectual property of others are prohibited. 

11. Any network activity that impedes the flow of network traffic or diminishes 
the availability of resources to other users is strictly prohibited. 

12. Oglethorpe University is not responsible for the actions of individual users. 

Use of Oglethorpe's computer, network and telecommunication resources and 
services constitutes acceptance of this E-mail and Computer Use Policy. 



23 



Admission 




The admission policy of Oglethorpe University is based on an individual selec- 
tion process. Throughout its history, Oglethorpe has welcomed students from all 
sections of the country, as well as from abroad, as candidates for degrees. It is the 
policy of the Admission Committee to select for admission to the University appli- 
cants who present strong evidence of purpose, maturity, scholastic ability, and 
probable success at Oglethorpe. Applicants wishing to enroll in the evening credit 
program may refer to a brief description of University College in the Programs of 
Study section of this Bulletin or consult the University College Bulletin available from 
the University College Office (404) 364-8383. 



Freshman Applicants 



Admission to the undergraduate division of the University may be gained by 
presenting evidence of successful completion of secondary school work in the form 
of results from the College Entrance Examination Board's Scholastic Assessment 
Test (SAT) or the results from the American College Testing Program Assessment 
(ACT); and, by submitting a letter of recommendation, and completing an applica- 
tion essay. 

Arrangements to take the SAT or ACT may be made through a secondary 
school guidance counselor or by writing directly to one of the testing agencies. For 
SAT write to College Board, Box 592, Princeton, New Jersey 08540, or Box 1025, 
Berkeley, California 90701. For ACT write to American College Testing Program, 
P.O. Box 451, Iowa City, Iowa 52240. It is to the applicant's advantage to take one of 
the tests in the junior year of high school. 

Applicants should normally have or be in the process of completing a secondary 
school program including appropriate courses in English, social studies, math- 
ematics, and science. While an admission decision is typically based on a partial 
secondary school transcript, a final transcript must be sent to the Admission Of- 
fice by the candidate's school, showing evidence of academic work completed and 
official graduation. 

The Oglethorpe application contains a recommendation form and a list of other 
materials, which must be submitted by the applicant. No application will be consid- 
ered and acted upon until the items indicated have been received. 

Students mav choose from either Early Action or Regular Decision admission. 



Application Procedure 



All correspondence concerning admission should be addressed to the Admis- 
sion Office, Oglethorpe University, 4484 Peachtree Road N.E., Atlanta, Ceorgia 
30319-2797 or via e-mail at admission@oglethorpe.edu. Comprehensive admis- 
sion information can also be found at www.oglethorpe.edu/admission. After 
receiving an application form, the applicant should complete and return it with an 
application fee of $30. Students may also apply online. Links to application proce- 
dures and the online application may be found at www.oglethorpe.edu/admission. 

Entering freshmen must submit the following: an application essay, official high 
school transcripts, standardized test scores (SAT/ ACT), and a recommendation 
form completed by a high school counselor or teacher. Achievement tests, portfo- 
lios, or videos are not required for admission purposes but will be considered if 



26 



submitted. Interviews and campus visits are strongly recommended. If, upon re- 
view of an applicant's file, it is felt that further information would be helpful (i.e. 
mid-year grades), the student will be notified. 

Transfer students must submit the completed application form, essay and rec- 
ommendation form with the $30 application fee, official transcripts from each 
college attended, and certification of good academic standing at the most recent or 
present college. High school transcript and test scores are also required if less than 
24 semester hours of college credit have been completed. 

When a student has completed the application process, the Dean of Enrollment 
Management and/or the Admission Committee will review the application. If ac- 
cepted, the student will be required to submit an enrollment deposit to reserve 
accommodations for the appropriate semester. Residence hall students submit a 
deposit of $200, commuters $100. While the deposit is not refundable, it is appli- 
cable toward tuition and fees. 



Early Action 



Early Action allows students who have a strong interest in the University to apply 
early and receive a quick response. Completed applications with supporting mate- 
rials must be postmarked by December 15. Notification letters will be mailed no 
later than January 2 unless the Admission Committee requires additional informa- 
tion. Early Action students who are admitted and indicate an interest in scholar- 
ships will be considered prior to Regular Decision candidates. (Please note that 
early action is non-binding). A non-refundable deposit is due by May 1. 



Regular Decision 



Regular Decision enables students to apply at any time. Applications will be 
reviewed on a rolling basis beginning immediately after Early Action reviews (late 
December) and continuing as long as space in the class is available. Notification 
letters will typically be mailed within two weeks of completion unless additional 
information is needed. A non-refundable deposit is due by May 1. 



Campus Visit 



While not a requirement of the admission process, the candidate is urged to 
visit the campus and explore the academic and leadership opportunities that en- 
compass the Oglethorpe tradition of a collegiate education. 

Additional information may be obtained by contacting the Admission Office 
(404) 364-8307 in the Atlanta calling area or (800) 428-4484 from other locations. 
Comprehensive campus visit information as well as a virtual tour can be found at 
www.oglethorpe.edu/admission/campusvisit. 

Transfer Students and Transfer Policies 

Students who wish to transfer to Oglethorpe from other regionally accredited 
colleges are welcome to apply, provided they are in good standing at the last insti- 
tution attended. They are expected to follow regular admission procedures and 



27 



will be notified of the decision of the Admission Committee in the same manner 
that freshmen are notified. 

Most financial aid awards and scholarships are available to transfer students as 
well as first-time freshmen. 

The same application information is required of the transfer student as for the 
entering freshman, although high school records and test scores are not required 
of students having at least 24 semester hours of transferable credit. 

Transfer students must submit transcripts of all current and previous college 
work. A separate official transcript from each college attended must be received 
before any action will be taken on the application. 

Oglethorpe University will accept as transfer credit courses comparable to Uni- 
versity courses that are applicable to a degree program offered at Oglethorpe. 
Acceptable work must be shown on an official transcript and must be completed 
with a grade of "C" or better. Oglethorpe does not accept a "D" grade as transfer 
credit, unless a student has graduated from an accredited junior college, or a "D" 
grade is followed by a "C" grade or better in a normal sequence course (e.g., 
General Biology I and II). 

Transfer students on probation or exclusion from another institution will not 
be accepted. 

Transfer students must have a minimum grade-point average of 2.5 (on a 4.0 
scale) to be considered for admission. 

Transfer students who have earned an associate degree at a regionally accred- 
ited junior college will be awarded two years of credit. Junior college graduates with 
strong academic records are encouraged to apply for admission. 

Oglethorpe University will accept as many as 30 hours of United States Armed 
Forces Institute (USAFI) credit. 

Students who hold the R.N. credential from an appropriately accredited institu- 
tion are awarded credit for their arts and sciences courses. To earn a bachelor's 
degree, the student must complete the core curriculum, a major, and other appli- 
cable requirements. 

The maximum total number of semester hours that may be transferred into 
Oglethorpe is 80. A minimum of 48 semester hours must be earned through course 
work at Oglethorpe in order for an Oglethorpe degree to be awarded, with 32 of 
the last 64 hours earned in residence (see Residency Requirement). 

Credits earned at post-secondary institutions accredited by the six regional 
accrediting bodies (e.g., Southern, Middle States, New England, etc., Associations) 
will be accepted. 

Courses taken at schools accredited by national crediting bodies (e.g., Associa- 
tion of Independent Schools and Colleges, American Association of Bible Col- 
leges, etc.) may be credited. In these cases, student transcripts will be evaluated on 
an individual basis. Actual catalog course descriptions and relevant course syllabi 
should be provided by the student. The Registrar will determine whether or not 
courses are to receive transfer credit. 

Courses recognized by the American Council on Education (ACE) may be cred- 
ited by the Registrar. Programs not recognized by ACE will not be given credit. 

A maximum of 32 semester hours may be earned through College Level Exami- 
nation Program (CLEP tests). Maximum credit for Advanced Placement tests (AP 
testing) is also 32 semester hours. Please consult the section, Credit by Examina- 
tion, on the following pages. 



28 



In all cases, only 80 semester hours may be earned outside of Oglethorpe Uni- 
versity through any of the means described above. At least 48 semester hours must 
be earned in course work for which Oglethorpe credits are granted. 

A minimum of 16 semester hours of a major must be in course work taken at 
Oglethorpe University. (For teacher education majors, please refer to education 
requirements in this Bulletin.) A minimum of 12 semester hours of a minor must be 
in course work taken at Oglethorpe. For education majors, these requirements 
must be fulfilled before student teaching. 

Transfer students should note that only work completed at Oglethorpe is re- 
flected in the Oglethorpe grade-point average, and transfer work is not included in 
determination for Latin academic honors. To be eligible for academic honors, the 
student must complete 68 or more hours at Oglethorpe. 

International Students 

Admission to Oglethorpe is open to qualified students from all countries. Stu- 
dents who are able to provide evidence of suitable academic background, ad- 
equate financial resources, and seriousness of purpose are eligible to apply. 

All students from countries where English is not the native language must meet 
one of the following requirements to be considered for admission: 

1. Complete level 109 from an ELS, Inc. language center. 

2. Score a minimum of 550 on the TOEFL - or 213 on the computer-based test 
(Test of English as a Foreign Language). 

3. Score 480 or more on the verbal section of the International Scholastic 
Assessment Test. 

4. Have a combined 2.5 grade-point average with no grade below a "C" in 
two English composition courses from an AACRAO (American Associa 
tion of Collegiate Registrars and Admissions Officers) accredited college or 
university. 

5. Earn a grade of "C" or better in G.C.E. or G.S.C.E. examinations or their 
equivalent. 

An international student's secondary school credentials are subject to the ac- 
ceptance criteria stated for his or her country in the AACRAO world education 
series, governed by the National Council on the Evaluation of Foreign Educational 
Credentials, 1717 Massachusetts Avenue, N.W., Washington, D.C. 20036. 

All students from nations where English is the native language must have one of 
the following to be considered for admission: 

1. A combined SAT score of 1000, with at least 480 on the verbal section. 

2. An ACT score of at least 2 1 . 

3. Above-average scores on the "A" and/or "O" level examinations in British 
system schools or their equivalent in Northern Ireland or Scotland. 



Joint Enrollment Students 



Students who have attainedjunior or higher standing in their secondary schools 
may apply for enrollment in suitable courses offered at the University. 

Admission to the joint enrollment program will depend upon an assessment by 



29 



appropriate personnel of the student's secondary school and by Oglethorpe ad- 
mission personnel. 

In general, the candidate must have the social maturity to benefit from a colle- 
giate experience and possess a "B" or higher grade-point average along with a 
combined score of 1 140 or higher on the Scholastic Assessment Test or its equiva- 
lent. A student seeking admission should write or call the Joint Enrollment Coun- 
selor in the Admission Office at Oglethorpe to receive an application. Normally no 
more than four courses may be taken as a joint enrollment student. 

Early Admission (Early Entrance) 

A gifted student of unusual maturity whose high school record shows excellent 
academic performance through the junior year in a college preparatory program, 
and whose score on a standardized assessment test is high, may submit his or her 
application for admission to the University for enrollment after the junior year in 
high school. The candidate should have the support of his or her parents in writing 
submitted with the application. A strong recommendation from the high school is 
expected, and the candidate must come to campus for a personal interview with a 
senior admission officer. 

Transient Students 

Transient students may take any course offered by the University, provided that 
they secure permission from their current institution certifying that the institution 
will accept for transfer credit the academic work done by the student at Oglethorpe. 
This permission is the responsibility of the transient student. 

A letter of good standing or a current transcript must be sent to the Admission 
Office before a transient student can be accepted. 



Special Status Admission 



Special Status Admission is designed for students who wish to take a limited 
number of post-baccalaureate classes at Oglethorpe, or for non-traditional stu- 
dents who desire to begin college course work prior to being admitted to a degree- 
seeking program. 

Students may be admitted to Oglethorpe's undergraduate day program as a 
special status candidate if they meet one of the following criteria: 

1. They are at least 25 years of age and at least five years removed from their 
last educational experience. 

2. They have graduated from another accredited college or university. Under 
the program, students may enroll for a maximum of 16 semester hours. 
Individuals desiring to enroll for additional courses must apply as regular, 
degree-seeking candidates. 

To apply for Special Status Admission, students must submit a completed appli- 
cation form, a $30 non-refundable application fee, and proof of their last educa- 
tional experience or a copy of their college diploma. 

Special status students are not eligible for financial assistance. 



30 



Home School Students 



Students who have completed high school graduation requirements under a 
home school program may be considered for admission if the following informa- 
tion is provided: 

1. Above average SAT or ACT scores. 

2. A portfolio recording all high school work completed (including courses 
studied, textbooks, assignments, and extracurricular achievements). 

3. A personal interview with a senior admission officer. 

4. Two recommendations. 

5. An accredited home school transcript (if applicable). Oglethorpe 
reserves the right to require the GED. 



Credit by Examination 



There are three testing programs through which students may earn credit for 
required or elective courses. Any student who has questions about these examina- 
tions should consult the Registrar. No more than 32 semester hours of credit will be 
accepted from each of the programs described below. 

College Level Examination Program - CLEP 

Within the CLEP testing program are two categories. The General Examina- 
tions cover the areas of English Composition, Humanities, Mathematics, Natural 
Science, and Social Science and History. Oglethorpe University does not award 
credit for the General Examinations in English Composition, Natural Science, Math- 
ematics, or Social Science and History. Minimum acceptable scores are 500 for each 
general area and 50 in each sub-total category. The Subject Examinations are de- 
signed to measure knowledge in a particular course. A minimum acceptable score 
of 50 on a Subject Examination is required for credit. The Oglethorpe Registrar 
should be contacted concerning which Subject Examinations may lead to credit at 
Oglethorpe. 

CLEP examinations normally are taken before the student matriculates at 
Oglethorpe. Only under special circumstances will credit be awarded for an exami- 
nation taken after the student completes his or her first semester at Oglethorpe 
University. A maximum of four semester hours will be awarded for each examina- 
tion. A maximum of 32 semester hours may be earned with acceptable CLEP 
scores. 

All students are required to take placement examinations in mathematics and 
foreign languages (if they plan to take a course in these areas or subjects) and are 
placed accordingly. 

Advanced Placement and International Baccalaureate Programs 

The University encourages students who have completed Advanced Placement 
examinations of the College Entrance Examination Board to submit their scores 
prior to enrollment for evaluation for college credit. Please contact the Office of 
Admission or the Registrar's Office for the appropriate course of action to be 
taken in order to receive credit for AP exams. The general policy of Oglethorpe 
toward such scores is the following: Academic credit will be given in the appropriate 



31 



area to students presenting Advanced Placement grades of 3, 4, or 5; neither credit 
nor exemption will be given for a grade of 2; maximum credit allowed to any 
student for Advanced Placement tests will be 32 semester hours. Specific policies 
are indicated in the chart which follows. These are subject to change at any time. 

Students who have studied in an approved International Baccalaureate Pro- 
gram (IB) are also encouraged to apply for credit based on scores earned, and 
should contact the Office of Admission or the Registrar's Office to learn how to 
receive credit for IB exams. Scores must be 5, 6, or 7 on the Higher Level Exam to 
be considered for college credit. Sophomore standing may be awarded to students 
who complete the IB diploma and obtain a total of 33 points or better for the full 
program, assuming all examination scores are 4 or better, and no Higher Level 
Exam score is below 5. 

All students are required to take placement examinations in mathematics and 
foreign languages (if they plan to take a course in these areas or subjects) and are 
placed accordingly. 

ADVANCED PLACEMENT and INTERNATIONAL 
BACCALAUREATE CREDIT CHART 

Accepted Examination Grades (unless stated otherwise) 
AP: 3, 4, 5 / IB (Higher Level Exam): 5, 6, 7 



AP Exam 



Semester 

Hours 

Awarded 



Course Equivalents 



Art 



Studio 
History 



ART 101 Introduction to Drawing 
COR 104 Art and Culture 



Biology 
Chemistry 



GEN 102 Natural Science: The Biological Sciences 
GEN 101 Natural Science: The Physical Sciences 



Computer Science' 

Grade 4 or 5 AP 



CSC 241 Introduction to Computer Science 
Using Visual BASIC & CSC 243 Principles of 
Computer Programming in C++ 



Grade 3 AP 



English 

Language & Composition 

Grade 4 or 5 AP, 6 or 7 IB 4 
Grade 3 AP or 5 IB 4 



CSC 241 Introduction to Computer Science Using 
Visual BASIC 



Economics 






Microeconomics 


4 


ECO 121 Introduction to Economics 


Macroeconomics 


4 


Elective Credit 



Elective Credit 

Essay will be evaluated by English faculty 



Literature 8c Composition 

Grade 4 or 5 AP. 6 or 7 IB 4 
Grade 3 AP or 5 IB 4 



Elective Credit 

Essay will be evaluated by English faculty 



32 





French 

Language 
Literature 


8 

8 


FRE 101, FRE 102 Elementary French I & II 
General credit in French 


German 

Language 
Literature 


8 
8 


GER 101, GER 102 Elementary German I & II 
General credit in German 


Government 1 


4 


POL 101 Introduction to American Politics 


History 

American 
European 


4 
4 


Elective Credit 
Elective Credit 


Latin 


8 


LAT 101, LAT 102 Elementary Latin I 8c II 


Mathematics 

Calculus AB 
Calculus BC 


4 
8 


MAT 131 Calculus I 

MAT 131, MAT 132 Calculus I 8c II 


Music 1 

Theory 
Appreciation 


4 
4 


MUS 231 Music Theory I 
COR 103 Music and Culture 



Physics 1 

Physics B 
Physics C 



8 

10 
4 



PHY 101, PHY 102 General Physics I 8c II 
PHY 201, PHY 202 College Physics 1 8c II 
GEN 101 Natural Science: The Physical Sciences 



Psychology 1 



PSY 101 Psychological Inquiry 



Spanish 

Language 
Literature 



SPN 101, SPN 102 Elementary Spanish I & II 
General credit in Spanish 



'Credit for the IB exam will be determined through discussion with the faculty within the 
appropriate academic field. Any exams not included in this chart should be brought to the 
attention of the Registrar, and the appropriate faculty members will determine credit. 



33 



Financial 
Assistance 




Programs 

Oglethorpe University offers a variety of strategies and resources to help make 
the cost of an Oglethorpe education affordable. Both need-based aid and awards 
based on academic achievement are available. All families are urged to complete 
the Free Application for Federal Student Aid (FAFSA) regardless of their income 
levels. The University's financial aid professionals will then have the information 
necessary to discuss all options available to parents and students. The Free Appli- 
cation for Federal Student Aid (FAFSA) is the approved needs-analysis form by 
which students may apply for the following need-based programs: Federal Pell 
Grant, Federal Supplemental Educational Opportunity Grant, Federal Perkins Loan, 
Federal Work-Study, Federal Stafford Loan, Leveraging Educational Assistance 
Program, and the Oglethorpe Need-based Grant. After the family submits the 
FAFSA to the federal processor, the school will receive from the processor an 
Institutional Student Information Record (ISIR). Upon acceptance to the Univer- 
sity and receipt of the student's ISIR, Oglethorpe's financial aid professionals will 
prepare a comprehensive financial aid package, which may include assistance from 
any one or more of the following sources: 

James Edward Oglethorpe Scholarships provide tuition, room and board for 
four years of undergraduate study, if scholarship criteria continue to be met. 
Recipients are selected on the basis of an academic competition held on campus in 
the spring of each year. Students must have a combined SAT score of at least 1300 
(ACT 30), a 3.6 or higher cumulative grade-point average, and a superior record of 
leadership in extracurricular activities either in school or in the community. For 
application procedures and deadlines, contact the Admission Office. 

Oglethorpe Scholars Awards (OSA) Scholarships (including Presidential Schol- 
arships, Oxford Scholarships, University Scholarships, and Lanier Scholarships) 
are based on achievement and available to entering students with superior aca- 
demic ability. A fundamental aim of Oglethorpe University is to prepare students 
for leadership roles in society. One way of promoting this purpose is to give special 
recognition to students who demonstrate superior academic abilities as under- 
graduates. Scholarships range from $3,500 to $10,500. 

Recipients of funds from this program are expected to maintain specified levels 
of academic achievement and make a significant contribution to the Oglethorpe 
community. Each award is for one year but can be renewed on the basis of an 
annual evaluation of academic and other performance factors by the Director of 
Financial Aid. See Endowed Scholarships and Annual Scholarships sections below 
for additional honorary designation of these funds. 

Oglethorpe Christian Scholarships are awarded to freshmen who are resi- 
dents of Georgia and who demonstrate active participation in their churches. Aca- 
demic qualifications for consideration include SAT scores of 1 100 or higher and a 
senior class rank in the upper 25 percent. Awards range up to $ 1,500 per academic 
year. Recipients are required to maintain a 3.0 cumulative grade-point average and 
engage in a service project during the academic year. For application procedures 
and deadlines, contact the Admission Office or the Office of Financial Aid. 

Federal Work-Study Program (FWSP) permits a student to earn part of his or 
her educational expenses. The earnings from this program and other financial aid 



36 



cannot exceed the student's financial need. Students eligible for this program work 
part time primarily on the Oglethorpe campus. A limited number of community 
service positions are available at locations near the campus. 

Georgia Tuition Equalization Grants (GTEG) are available for Georgia resi- 
dents who attend full time and seek their degrees at Oglethorpe. The program was 
established by an act of the 1971 Georgia General Assembly. The Georgia Student 
Finance Commission specifies, in part, the objective of the program is to "promote 
the private segment of higher education in Georgia by providing non-repayable 
grant aid to Georgia residents who attend eligible independent colleges and uni- 
versities in Georgia. All students must complete an application and verify their 
eligibility for the grant. In the 1999-2000 school year, this grant was $1,000 per 
academic year. Financial need is not a factor in determining eligibility. A separate 
application and proof of residency is required. 

HOPE Scholarships of $ 1 ,500 per semester are available to Georgia residents 
who have graduated from an eligible high school in 1996 or later, with at least a 3.0 
grade-point average. Additional requirements are required of high school gradu- 
ates in 2000 or later. Georgia residents who do not qualify under these guidelines 
but have now attempted 30 or more semester hours (45 quarter hours) with a 3.0 
grade-point average or higher may also be eligible. Applicants must be registered 
as full-time, degree-seeking students at a participating Georgia private college or 
university. Students entering the HOPE Scholarship program for the first time 
after attempting 30 or 60 semester hours should be aware that their grade-point 
average is calculated to include all attempted hours taken after high school gradu- 
ation. Recipients of the Scholarship are required to maintain a 3.0 or higher cumu- 
lative grade-point average for reinstatement. For more information, contact the 
HOPE Scholarship Program (770) 724-9030 or 1-800-546-HOPE, or the Office of 
Financial Aid at Oglethorpe University. 

HOPE Promise Teacher Scholarships provide forgivable loans to high-achiev- 
ing students who aspire to be teachers in Georgia public schools. Students must 
have a minimum grade-point average of 3.6, be academically classified as a junior, 
and be accepted for enrollment into a teacher education program leading to initial 
certification. For more information, contact the HOPE Scholarship Program (770) 
724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at Oglethorpe Univer- 
sity. 

HOPE Teacher Scholarships provide forgivable loans to individuals seeking 
advanced education degrees in critical shortage fields of study. The student must 
be a legal resident of Georgia and be admitted for regular admission into graduate 
school and into an advanced degree teacher program leading to certification in a 
critical shortage field. For more information, contact the HOPE Scholarship Pro- 
gram (770) 724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at Oglethorpe 
University. 

The Leveraging Educational Assistance Program (LEAP), formerly the Stu- 
dent Incentive Grant (SIG) program, is one of need-based grants for qualified 
Georgia residents to enable them to attend eligible post-secondary institutions of 
their choice in the state. The grant awards are designed to provide only a portion 
of the student's resources in financing the total cost of a college education. A 
student should complete the FAFSA for consideration. 



37 



The Federal Pell Grant is a federal aid program that provides non-repayable 
funds to eligible students. Eligibility is based upon the results from the FAFSA. 

Federal Supplemental Educational Opportunity Grants (FSEOG) are awarded 
to undergraduate students with exceptional financial need. Priority is given to 
Federal Pell Grant recipients and does not require repayment. 

Oglethorpe Need-based Grants are available to full-time day undergraduate 
students who demonstrate financial need by completing the FAFSA. Oglethorpe 
Need-based Grants in conjunction with federal, state, private, or institutional assis- 
tance cannot exceed the student's financial need. 

Federal Perkins Loans are long-term, low-cost educational loans to students 
who have demonstrated need for such assistance. Priority is given first to sopho- 
more, junior, or senior students. Interest is charged at a five percent annual rate 
beginning nine months after the borrower ceases to be at least a half-time student 
(a minimum course load of six semester hours). Information regarding repayment 
terms, deferment and cancellation options are available in the Office of Financial 
Aid. 

Federal Stafford (Subsidized and Unsubsidized) Loans are long-term loans 
available through banks, credit unions, and other lending institutions. Students 
must submit the FAFSA and be attending at least half-time to receive consider- 
ation. A separate loan application is also required. Information regarding repay- 
ment terms, deferment and cancellation options are available in the Office of 
Financial Aid. 

Federal PLUS Loans are relatively long-term loans available through banks, 
credit unions, and other lending institutions. Parents desiring to seek a loan from 
this program should consult with the Office of Financial Aid for additional infor- 
mation. 

Choral Music Scholarships (Performance) are awarded annually to incoming 
students pursuing any degree offered at Oglethorpe who demonstrate exceptional 
achievement in choral singing or keyboard accompanying. Candidates must be 
nominated with a letter of recommendation by the conductor of their choral en- 
semble on a special form obtainable from the Director of Musical Activities at 
Oglethorpe. If the nomination warrants, the candidate will be offered an audition 
and interview session on campus to complete the qualifying process. 

Playmakers Scholarships (Performance) are awarded annually to current stu- 
dents who have demonstrated exceptional ability in the area of dramatic perfor- 
mance and a strong commitment to Oglethorpe's theatre program. Awards are 
based on ability, not financial need. 

The Lavinia Cloud Pretz Annual Music Scholarship is provided through the 
generosity of James and Sharon Bohart in memory of Mrs. Pretz. Mrs. Pretz was a 
former member of the Oglethorpe President's Advisory Council and the Art Gal- 
lery Council. The scholarship is to be awarded to an outstanding student in the 
music program. 

Note: Dual-degree students in art and engineering may not use Oglethorpe 
assistance to attend other institutions. 



38 



Academic Policies Governing Student 
Financial Aid 

Applicants for federal aid, state grants, or institutional need-based programs 
must be making satisfactory progress toward the completion of their degree re- 
quirements and be in good academic standing with the University in order to 
receive financial aid consideration. Students must meet at least the following re- 
quirements: 

1. Satisfactory Completion Ratio - Students must satisfactorily complete at 
least 75 percent of the cumulative course work attempted at Oglethorpe 
University. Unsatisfactory grades that count against the student's progress 
are: 

D - If a "C-" or better is required for the major 

F - Failure 

FA - Failure by Absence 

W/NG - Withdrew/No Grade 

WF - Withdrew Failing 

I - Incomplete 

U - Unsatisfactory 

AU - Audit 

2. Repeated Courses - Courses that are being repeated will not be considered 
when determining financial aid eligibility unless a grade of at least a "C" is 
required to fulfill the degree requirements. The student must notify the 
Office of Financial Aid if a course is being repeated. 

3. Good Academic Standing and Maximum Time Frames - Students must 
remain in good academic standing by achieving the minimum cumulative 
grade-point average and by completing their degree requirements within 
the maximum time frames listed below: 



Number of Hours 


Minimum Cumulative 


Maximum Years to 


Earned 


Grade-Point Average 


Complet 


e Program * 


0-24 


1.50 




1 


25-35 


1.50 




2 


3648 


1.75 




2 


49-64 


1.75 




3 


65-72 


2.00 




3 


73-96 


2.00 




4 


97-120 


2.00 




5 


121-144 


2.00 




5 



Students who earn over 144 hours will not be eligible for financial aid 
unless approved through the appeal process. 



* Based upon full-time enrollment. The maximum time frame for students enrolled 
part time will be pro-rated. 



39 



4. Academic Standing Consistent with Graduation Requirements - Students 
who have completed their second academic year (measured as a period of 
time, not grade level) must maintain at least a 2.0 cumulative grade-point 
average in order to be academically consistent with Oglethorpe University's 
graduation requirements. 

5. Annual Review - The satisfactory progress requirements will be reviewed at 
the completion of each spring semester. If the student is not meeting these 
requirements, written notification will be sent to the student placing them 
on "Financial Aid Probation" for the fall semester. The student may con- 
tinue to receive aid during this probationary period but will be encouraged 
to enroll in summer session courses at Oglethorpe University in order to 
make up the deficiency. Any student who is not in compliance with the 
requirements by the end of the fall probationary period will not be eligible 
for financial aid for the spring or subsequent sessions until the require- 
ments are met or a written appeal is submitted and approved. 

6. Appeal Process - If significant mitigating circumstances have hindered a 
student's academic performance and the student is unable to make up the 
deficiencies by the end of the financial aid probationary period, the student 
may present those circumstances in a written appeal to the Admission and 
Financial Aid Committee. Documentation to support the appeal, such as 
medical statements, should also be presented. The appeal should be sub- 
mitted to the Office of Financial Aid by the first of the month in order to 
receive consideration at the month's committee meeting. The student will 
be notified in writing if the appeal has been approved or denied. 



Application Procedure 



Students applying for the Georgia Tuition Equalization Grant and HOPE Schol- 
arship programs must submit a Georgia Tuition Equalization Grant Application 
which may be obtained from a high school counselor or the Office of Financial Aid. 

Students meeting the requirements for an Oglethorpe Scholars Award (OS A) 
are considered for such based on their admission application. Students applying 
for an Oglethorpe Christian Scholarship must complete the appropriate scholar- 
ship application, which may be obtained from the Admission Office or the Office 
of Financial Aid. 

The application procedures for the Federal Pell Grant, Federal Supplemental 
Educational Opportunity Grant, Federal Perkins Loan, Oglethorpe Need-based 
Grant, Federal Stafford Loan, Federal Work-Study Program, and Leveraging Edu- 
cational Assistance Program are as follows: 

1. Apply and be admitted as a regular degree-seeking student. 

2. Complete the Free Application for Federal Student Aid (FAFSA) after Janu- 
ary 1, but no later than May 1. Families should make a copy of the FAFSA 
before mailing it to the federal processor and submit the copy to Oglethorpe's 
Office of Financial Aid for an early estimate of financial aid eligibility. The 
original FAFSA may also be mailed to Oglethorpe for electronic submission 
to the federal processor. Oglethorpe's Federal Code is 001586. 



40 



3. Once the FAFSA has been received and processed by the federal processor, 
an Institutional Student Information Record (ISIR) will be sent to the Office 
of Financial Aid. 

4. Keep copies of all federal income tax returns, etc. as these documents may 
be required in order to verify the information provided on the FAFSA. 

5. Complete Oglethorpe's Financial Aid Application, which is available from 
the Office of Financial Aid. 

6. Transfer students must submit a Financial Aid Transcript from the most 
recent college, university, vocational-technical school, etc. attended, if less 
than one semester has passed since attending that institution and regard- 
less of whether or not financial aid was received. 

7. New students who wish to be considered for the Federal Work-Study Pro- 
gram must complete the Student Employment Application form in the Of- 
fice of Financial Aid. 

8. If eligible for a Federal Stafford Loan or Federal PLUS Loan, a promissory 
note must be completed. Contact the Office of Financial Aid for more 
information. 

Federal Aid Eligibility Requirements 

1. Demonstrate financial need (exception: Federal Unsubsidized Stafford Loan 
and Federal PLUS Loan programs). 

2. Have a high school diploma or a General Education Development (GED) 
certificate or pass an independently administered test approved by the U.S. 
Department of Education. 

3. Be enrolled as a regular degree-seeking student in an eligible program 
(exception: Teacher Certification students). 

4. Be a U.S. citizen or eligible noncitizen. 

5. Generally, have a social security number. 

6. Register with Selective Serv ice, if required. 

7. Must not owe a refund on any grant or loan; not be in default on any loan or 
have made satisfactory arrangements to repay any defaulted loan; and not 
have borrowed in excess of the loan limits, under Title IV programs, at any 
institution. 

8. Make satisfactory academic progress. Refer to the Academic Policies Gov- 
erning Student Financial Aid. 

9. May not be a member of a religious community, society, or order who by 
direction of his or her community, society or order is pursuing a course of 
study at Oglethorpe, and who receives support and maintenance from his 
or her community, society, or order. 



Payment of Awards 



All awards, except Federal Work-Study earnings, and some Federal Stafford 
Loans, and Federal PLUS Loans, are disbursed to students by means of a direct 
credit to their account. Each semestcY credit of awards is dependent upon final 
approval of the Director of Financial Aid. Only when a student's file is complete 
can aid be credited to the account. 



41 



Renewal of Awards 



Renewal applications for all programs are available from the Office of Financial 
Aid. Students must meet the eligibility requirements indicated above and file the 
appropriate applications for each program. The preferred deadline for receipt of 
a completed financial aid file is May 1. Applicants whose files become complete 
after this time will be considered based upon availability of funds. 

For renewal of the Oglethorpe Scholars Award, all students must maintain a 
cumulative grade-point average consistent with good academic standing. A 3.2 or 
higher grade-point average is required for renewal of a James Edward Oglethorpe 
scholarship. 

Students who fail to meet the cumulative grade-point average requirement may 
attend Oglethorpe's summer school program in order to make up deficiencies. 
Courses taken elsewhere will not affect the cumulative grade-point average at 
Oglethorpe. 

In addition to the cumulative grade-point average requirement, students must 
earn at least 24 semester hours during the current academic year. Students who are 
deficient in the number of hours required might attend summer school at 
Oglethorpe. Students also have the option of submitting a written appeal to the 
Admission and Financial Aid Committee. 

Students who meet the scholarship renewal criteria will have their awards auto- 
matically renewed for the next academic year. 



Endowed Scholarships 



Oglethorpe Scholars may receive special recognition of their outstanding achieve- 
ment by being named as an endowed or annual scholar. Selection of this honorary 
designation is based upon the criteria outlined below: 

The Marshall A. and Mary Bishop Asher Endowed Scholar: Funding was estab- 
lished by the Asher family in 1988. Both Mr. Asher and the late Mrs. Asher are 
alumni (classes of 1941 and 1943 respectively) and both served for many years as 
Trustees of the University. The scholarship is awarded to a superior student in 
science. 

The Earl Blackwell Endowed Scholar: Funding was established by Earl Blackwell, 
distinguished publisher, playwright, author, and founder of Celebrity Services, 
Inc., headquartered in New York. The scholarship is awarded to deserving stu- 
dents with special interest in English, journalism, or the performing arts. Mr. 
Blackwell was a 1929 graduate of the University. 

The Miriam H. and John A. Conant Endowed Scholar: Funding was estab- 
lished by Mr. and Mrs. John A. Conant. The Conants are long-time benefactors of 
Oglethorpe, and Mrs. Conant serves as a Trustee of the University. Scholarships 
are awarded annually to superior students with leadership ability. 

The Estelle Anderson Crouch Endowed Scholar: This funding is the first of 
three scholarships given by Mr. John W. Crouch, class of 1929 and a former Trustee 
of the University. This scholarship was established in memory of Mrs. Estelle Ander- 
son Crouch, the mother of John Thomas Crouch, class of 1965. Mrs. Crouch died 
in 1960. It is awarded annually without regard to financial need to students who 
have demonstrated high academic standards. 



42 



The Katherine Shepard Crouch Endowed Scholar: Funding is given in memory 
of Mrs. Katherine Shepard Crouch by Mr. John W. Crouch and is awarded annually 
based upon academic achievement. 

The Cammie Lee Stow Kendrick Crouch Endowed Scholar: This funding is 
the third scholarship endowed by Mr. Crouch and is awarded annually based upon 
academic achievement in honor of Mrs. Cammie Lee Stow Kendrick Crouch. Mr. 
and Mrs. Crouch were classmates at Oglethorpe and graduates in the class of 1929. 

The Karen S. Dillingham Memorial Endowed Scholar: Funding was estab- 
lished by Mr. and Mrs. Paul L. Dillingham in loving memory of their daughter. Mr. 
Dillingham is a former Trustee and later served for several years as a senior admin- 
istrator of the University. The scholarship is to be awarded each year to an able and 
deserving student. 

The R. E. Dorough Endowed Scholar: Funding was established by a gift from 
Mr. Dorough's estate. Scholarships from this fund are awarded to able and deserv- 
ing students based on the criteria outlined in his will. Mr. Dorough was a former 
Trustee of the University. 

The William A. Egerton Memorial Endowed Scholar: Funding was established in 
1988. Professor Egerton was a well-liked and highly respected member of the 
Oglethorpe faculty from 1956 to 1978 and influenced the lives of many students. 
Alumni Franklin L. Burke '66, Robert B. Currey '66, and Gary C. Harden '69, do- 
nated the initial funds and were especially helpful in encouraging other alumni and 
friends to assist in establishing this endowed scholarship fund in memory of Profes- 
sor Egerton. The scholarship is awarded to a student with strong academic record 
and demonstrated leadership skills who is majoring in business administration. 

The Henry R. "Hank" Frieman Endowed Scholar: Funding was established by 
Mr. Frieman, class of 1936. An outstanding athlete during his college days at 
Oglethorpe, Mr. Frieman spent a career in coaching. He is a member of the 
Oglethorpe Athletic Hall of Fame. This scholarship is awarded annually based on 
academic achievement, leadership qualities, demonstrated need, and a special in- 
terest in sports. 

The Charles A. Frueauff Endowed Scholar: Funding was established by grants 
from the Charles A. Frueauff Foundation of Little Rock, Arkansas. Scholarship 
preference is given to able and deserving students from middle-income families 
who do not qualify for governmental assistance. The criteria for selection also 
include academic ability and leadership potential. 

The Lu Thomasson Garrett Endowed Scholar: Funding was established in 
honor of Lu Thomasson Garrett, class of 1952 and a former Trustee of the Univer- 
sity. Preference for awarding scholarships from this fund is given to students who 
meet the criteria for an Oglethorpe Scholars Award and are majoring in education 
or business administration. 

The Walter F. Gordy Memorial Endowed Scholar: Funding was established in 
1994 with a bequest from the Estate of William L. Gordy, class of 1925. Walter 
Gordy was also an alumnus of Oglethorpe University, class of 1924. The scholarship 
fund was increased in 1995 with a bequest from the Estate of Mrs. William L. 
(Helene) Gordy. Scholarships from this fund are awarded at the discretion of the 
University. 

The Bert L. and Emory B. Hammack Memorial Scholar: This funding is one of 
three scholarships established by gifts from their brother, Mr. Francis R. Hammack, 
class of 1927. This scholarship, established in 1984, is awarded annually to a senior 



43 



class student majoring in science or mathematics, who is a native of Georgia and 
had the highest academic grade-point average of all such students who attended 
Oglethorpe University in their previous undergraduate years. 

The Francis R. Hammack Scholar: Established in his own name in 1990, this 
funding is the second endowed financial assistance program by Mr. Hammack, 
class of 1927. It is to be awarded annually to a needy but worthy student who is a 
native of Georgia, a junior class member majoring in English, and who has attended 
Oglethorpe University in his or her previous undergraduate years. 

The Leslie U. and Ola Ryle Hammack Memorial Scholar: Funding of this third 
gift was established in 1985 in memory of his parents by Francis R. Hammack, class 
of 1927. It is awarded annually to a junior class student, working toward the Bach- 
elor of Business Administration degree, who is a native of Georgia and who had 
the highest academic grade-point average of all such students who attended 
Oglethorpe University in their previous undergraduate years. 

The Ira Jarrell Endowed Scholar: Funding was established in 1975 to honor the 
late Dr. Jarrell, former Superintendent of Atlanta Schools and an Oglethorpe gradu- 
ate. It is awarded annually in the fall to a new student who is a graduate of an 
Adanta public high school and who is studying in the field of teacher education. 
Should there be no eligible applicant, the award may be made to an Atlanta high 
school graduate in any field, or the University may award the scholarship to any 
worthy high school graduate requiring assistance while working in the field of 
teacher education. 

The Lowry Memorial Scholar: Funding is awarded annually to full-time stu- 
dents who have maintained a 3.3 grade-point average. 

The Vera A. Milner Endowed Scholar: Funding was established by Belle Turner 
Cross, class of 1961 and a Trustee of Oglethorpe, and her sisters, Virginia T. Rezetko 
and Vera T. Wells, in memory of their aunt, Vera A. Milner. The scholarship is 
awarded annually to a full-time student planning to study at Oglethorpe for the 
degree of Master of Arts in Early Childhood Education. Eligibility may begin in the 
undergraduate junior year at Oglethorpe. Qualifications include a grade-point 
average of at least 3.25, a Scholastic Assessment Test or Graduate Record Examina- 
tion score of 1 100, and a commitment to teaching. 

The National Alumni Association Endowed Scholar: Funding was established 
in 1971 by the Association's Board of Directors. The scholarship is awarded annu- 
ally to an Oglethorpe student based upon financial need, scholarship, and qualities 
of leadership. 

The Oglethorpe Christian Endowed Scholar: Funding was established by a 
grant from an Atlanta foundation which wishes to remain anonymous. The fund 
also has received grants from the Akers Foundation, Inc., of Gastonia, North 
Carolina; the Clark and Ruby Baker Foundation of Atlanta; and the Mary and E. P. 
Rogers Foundation of Atlanta. Recipients must be legal residents of Georgia and 
have graduated from Georgia high schools. High school applicants must rank in 
the top quarter of their high school classes and have Scholastic Assessment Test 
scores of 1100 or more; upperclassmen must have a grade-point average of 3.0. 
Applicants must submit a statement from a local minister attesting to their reli- 
gious commitment, active involvement in local church, Christian character, and 
promise of Christian leadership and service. The Oglethorpe Christian Scholar- 
ship Committee will interview applicants. 

The Oglethorpe Memorial Endowed Scholar: Funding was established in 1994 



44 



by combining several existing scholarship funds which had been created over the 
previous two decades. Combining these funds leads to efficiencies which will in- 
crease the funds available for student support. Additionally, this new fund will 
allow persons to establish memorials with amounts smaller than would otherwise 
be possible. The following are honored in the Oglethorpe Memorial Endowed 
Scholarship Fund: 

Ivan Allen George A. Holloway, Sr. 

Allen A. and Mamie B. Chappell Elliece Johnson 

Dondi Cobb Ray M. and Mary Elizabeth Lee 

Michael A. Corvasce Virgil W. and Virginia C. Milton 

Ernst & Young Keiichi Nishimura 

Georgia Power Company Timothy P. Tassopoulos 

Lenora and Alfred Glancy L. W. "Lefty" and Francis E. Willis 

PDM Harris Vivian P. and Murray D. Wood 

William Randolph Hearst 

Anna Rebecca Harwell Hill and Frances Grace Harwell 

The Manning M. Pattillo, Jr. Endowed Scholar: Funding was established in 
1988 by the Oglethorpe National Alumni Association from gifts received from 
many alumni and friends. Dr. Pattillo was Oglethorpe's 13th President, serving 
from 1975 until his retirement in 1988. In recognition of his exemplary leadership 
in building an academically strong student body and a gifted faculty, the scholarship 
is awarded to an academically superior student with demonstrated leadership skills. 
The E. Rivers and Una Rivers Endowed Scholar: Funding was established by 
the late Mrs. Una S. Rivers to provide for deserving students who qualify for the 
Oglethorpe Scholars Award. 

The J. Mack Robinson Endowed Scholar: Funding was established by Atlanta 
businessman J. Mack Robinson. It is awarded to a deserving student who meets the 
general qualifications of the Oglethorpe Scholars Award. Preference is given to 
students majoring in business administration. 

The Steve and Jeanne Schmidt Endowed Scholar: Funding is awarded annually 
to an outstanding student based upon high academic achievement and leadership 
in student affairs. This endowed award is made possible through the generosity of 
Mr. and Mrs. Schmidt. Mr. Schmidt, class of 1940, is a former Chairman of the 
Board of Trustees. Mrs. Schmidt is a graduate of the class of 1942. 

The Dr. Heyl G. and Ruth D. Tebo Endowed Scholar: Funding was established 
by Dr. and Mrs. Tebo in 1994 to award annually to Georgia residents majoring in 
chemistry, biology or other sciences. Preference is given to students who plan to do 
graduate study in medicine, dentistry or other specialties in the health sciences 
field. Dr. Tebo is an alumnus of Oglethorpe, class of 1937. 

The Charles L. and Jean Towers Scholar: Funding is awarded each year to a 
superior student who has demonstrated an interest as well as talent in choral 
music. The scholarship was established in 1985 by the University in recognition of 
the many years of valuable service to the University by Mr. Towers, a former Chair- 
man of the Board of Trustees and Assistant to the President. 

The J. M. Tull Scholar: Funding was established by a gift from the J. M. Tull 
Foundation in 1984. Scholarships are awarded annually to superior students with 
leadership ability as well as financial need. 

The United Technologies Corporation Endowed Scholar: Funding was estab- 
lished by a grant from the United Technologies Corporation, Hartford, Connecti- 



45 



cut. The fund provides scholarship support for able and deserving students who 
are majoring in science or pursuing a pre-engineering program. United Technolo- 
gies Scholars are to have at least a 3.2 grade-point average and leadership ability as 
well as financial need. 

The Charles Longstreet Weltner Memorial Endowed Scholar: Funding was 
established in 1993 by former United States Senator Wyche Fowler, Jr., his longtime 
friend and colleague. An alumnus of the class of 1948 and Trustee of Oglethorpe 
University, Charles Weltner was Chief Justice of the Supreme Court of Georgia at 
the time of his death in 1993. He was the recipient of the "Profile in Courage" 
award in 1991. He was a tireless advocate for equal rights for minorities and while 
serving in the United States House of Representatives was the only congressman 
from the deep South to vote for the Civil Rights Act of 1964. Weltner Scholarships 
are awarded annually to selected Oglethorpe University students who are residents 
of the State of Georgia, with financial need, satisfactory academic records, and to 
the extent allowed by law, of African-American descent. At the donor's request, 
the amount of the scholarship award to any recipient is to be no more than one-half 
of full tuition in order to encourage student recipients to work to provide required 
additional funds. 

The David, Helen, and Marian Woodward Endowed Scholar: Funding was 
established by grants from the David, Helen, and Marian Woodward Fund of 
Atlanta. It provides assistance to students who meet the criteria for an Oglethorpe 
Scholars Award. The award is based upon superior academic achievement, leader- 
ship potential, and financial need. 



Annual Scholarships 



The BCES Foundation Urban Leadership Scholar: Funding is provided annu- 
ally for a sophomore, junior, or senior who is enrolled in the Rich Foundation 
Urban Leadership Program. 

The Chevron Freshman Scholar: Funding is provided annually by a gift from 
Chevron U.S.A., Inc. and is awarded to a freshman who is a resident of Georgia, 
with interest in mathematics or the sciences and demonstrated leadership abilities. 

First Families of Georgia (1733 to 1797) Annual Scholar: Funding is awarded to 
a senior who is academically a superior student majoring in history. First Families 
of Georgia is a society whose members are able to document their descent from 
early settlers of the State of Georgia. 

The Wilson P. Franklin Annual Scholar: Funding is awarded to a deserving 
student. Mr. Franklin, class of 1939, established this scholarship with a gift in 1995. 

The Mack A. Rikard Annual Scholar: Funds were established in 1990 by Mr. 
Mack A. Rikard, class of 1937 and a former Trustee of the University, and are 
awarded to able and deserving students who meet certain criteria. The criteria are 
flexible, with consideration being given to a number of factors, including without 
limitation academic achievement, leadership skills, potential for success, evidence 
of propensity for hard work, and a conscientious application of abilities. Recipients 
must be individuals born in the United States of America and are encouraged, at 
such time in their business or professional careers when financial circumstances 
permit, to provide from their own funds one or more additional scholarships to 
worthy Oglethorpe students. 



46 



The Lettie Pate Whitehead Foundation Scholar: Grants have been made annu- 
ally for a number of years to Christian women from the Southeastern states who 
are deserving and in need of financial assistance. 

Student Emergency Loan Funds 

The Olivia Luck King Student Loan Fund provides short-term loans to en- 
rolled students from Georgia. Her husband, Mr. C. H. King of Marietta, Georgia, 
established the fund in memory of Mrs. King. Mrs. King was a member of the class 
of 1942, and Mr. King received his master's degree from Oglethorpe in 1936. 

The David N. and Lutie P. Landers Revolving Loan Fund provides short-term 
loans for needy and deserving students. The fund was established by a bequest 
from the estates of Mr. and Mrs. Landers of Atlanta. 

The Steve Najjar Student Loan Fund provides short-term loans and financial 
assistance to deserving Oglethorpe students. The fund was established in memory 
of Mr. Najjar, who, with his aunt "Miss Sadie" Mansour, operated the Five Paces 
Inn, a family business in the Buckhead section of Atlanta. The Five Paces Inn was a 
popular establishment for Oglethorpe students for many years. A number of 
Oglethorpe alumni, especially students in the late 50s and early 60s, established this 
fund in Mr. Najjar's memory. 



47 



Tuition and Costs 



Fees and Costs 



The fees, costs, and dates listed below are for 2000-01. Financial information for 
2001-02 will be available in early 2001. 

The tuition charged by Oglethorpe University represents only 63 percent of the 
actual expense of educating each student, the balance coming from endowment 
income, gifts, and other sources. Thus, every Oglethorpe undergraduate is the 
beneficiary of a hidden scholarship. At the same time 90 percent of the students 
are awarded additional financial assistance in the form of scholarships, grants, and 
loans from private, governmental, or institutional sources. 

The tuition is $9,090 per semester. Room and board (subject to size and loca- 
tion) is $2,780 per semester. Students who desire single rooms are assessed $3,470 
for room and board. 

The tuition of $9,090 is applicable to all students taking 12-17 semester hours. 
These are classified as full-time students. Students taking less than 12 semester 
hours are referred to the section on Part-Time Fees. Students taking more than 17 
hours during a semester are charged $270 for each additional hour. Payment of 
tuition and fees is due three weeks prior to registration each semester. Failure to 
make the necessary payments will result in the cancellation of the student's regis- 
tration. Students receiving financial aid are required to pay the difference between 
the amount of their aid and the amount due by the deadline. Students and parents 
desiring information about various payment options should request the pamphlet 
"Payment Plans." New students who require on-campus housing for the fall semes- 
ter are required to submit an advance deposit of $300 of which $200 is a damage 
deposit for the room and $100 is an advance deposit applied to student fees. New 
commuting students are required to submit an advance deposit of $100. Such 
deposits are not refundable. However, the deposit is credited to the student's 
account for the fall semester. 

Upon payment of the room and board fees, each student is covered by a Health 
and Accident policy. Coverage begins on the day of registration. Full-time students 
residing off campus may purchase this insurance for $115 per year. International 
students, students participating in any intercollegiate sport and students partici- 
pating in intramural football or basketball are required to have this medical cover- 
age or its equivalent. (Insurance rates are subject to change.) 

In addition to tuition and room and board charges, students may be required to 
subscribe to the following: 

1. Damage Deposit: A $200 damage deposit is required of all resident stu- 
dents. The damage deposit is refundable at the end of the academic year 
after any charge for damages is deducted. Room keys and other University 
property must be returned and the required checkout procedure completed 
prior to issuance of damage deposit refunds. Students who begin in the 
spring semester also must pay the $200 damage deposit. 

2. Graduating Senior: Degree completion fee of $75. 

3. Laboratory Fee: A $70 fee is assessed for each laboratory course taken. 



50 



Full-Time Fees - 2000-01 



Full-time on-campus student: 

Fall, 2000 Spring, 2001 

Tuition $9,090 Tuition $9,090 

Room & Board 2,780 Room & Board 2,780 

Damage Deposit 200 Damage Deposit — 

Activity Fee 50 Activity Fee 50 

Technology Fee 55 Technology Fee 55 

Advance Deposit 100 

Full-time commuting student: 

Fall, 2000 Spring, 2001 

Tuition $9,090 Tuition $9,090 

Activity Fee 50 Activity Fee 50 

Technology Fee 50 Technology Fee 50 

Advance Deposit 100 

These schedules do not include the extra cost of single rooms, books and sup 
plies (approximately $600 per year), or travel and personal expense. All fees are 

subject to change. Please inquire with the Business Office for a complete Fee 
Schedule and for 2001-2002 fees. 



Part-Time Fees - 2000-2001 



Students enrolled part-time in day classes during the fall or spring semesters will 
be charged $760 per credit hour. This rate is applicable to those students taking 1 1 
semester hours or less. Students taking 12 to 17 hours are classified full-time. 
Please inquire with the Business Office for a complete Fee Schedule. 



Institutional Refund Policy 



The establishment of a refund policy is based on the University's commitment to 
a fair and equitable refund of tuition and other charges assessed. While the Univer- 
sity advances this policy, it should not be interpreted as a policy of convenience for 
students to take lightly their responsibility and their commitment to the University. 
The University has demonstrated a commitment by admitting and providing the 
necessary programs for all students and expects students to reciprocate that com- 
mitment. 

If a student is in need of withdrawing from a course or from the University, an 
official withdrawal form must be obtained from the Registrar's Office and correct 
procedures followed. The date that will be used for calculation of a refund for 
withdrawal or Drop/ Add will be the date on which the Registrar receives the offi- 
cial form signed by all required personnel. All students must follow the procedures 
for withdrawal and Drop/ Add in order to receive a refund. Students are reminded 
that all changes in their academic programs must be cleared through the Registrar; 
an arrangement with an instructor will not be recognized as an official change of 
schedule. 



51 



If a student misses six consecutive class days in any course, the instructor will 
notify the Registrar's Office and it will be assumed that the student has unofficially 
withdrawn from the course. Note: This does not eliminate the responsibility stated 
above concerning the official withdrawal policy. The student withdrawing may 
receive the grade of withdrew passing (W), withdrew failing (WF), or failure due to 
excessive absences (FA). This policy has direct implications for students receiving 
benefits from the Veterans Administration and other federal agencies as these 
agencies must be notified when a student withdraws or otherwise ceases to attend 
class. This will result in an automatic decrease in payments to the student. See 
Drop/ Add and Withdrawal in the Academic Regulations and Policies section of 
this Bulletin. 

Since the University does not retain the premium for insurance coverage, it will 
not be refunded after registration day. Since room and board services are con- 
sumed on a daily basis, during the period when tuition is to be refunded on a 100 
percent basis, the room and board refund will be prorated on a daily basis. After 
the 100 percent tuition refund period, room and board refunds revert to the same 
schedule as tuition refunds. All other fees except the advanced deposit are subject 
to the following refund schedule: 

Withdrawal/ Changes in schedule by the official last day of Drop/ Add 100% 

Withdrawal/Changes in schedule through 10th calendar day after Drop/ Add.... 75% 
Withdrawal/Changes in schedule through 20th calendar day after Drop/ Add.... 50% 
Withdrawal/Changes in schedule through 30th calendar day after Drop/ Add.... 25% 
All tuition refunds will be processed each semester in accordance with appli- 
cable regulations. Damage deposit refunds will be processed once a year at the end 
of the spring semester. 

Return of Title IV Funds Policy 

If a student completely withdraws from Oglethorpe University during the first 
60 percent payment period and has received federal student financial assistance, 
the school must calculate the amount of federal funds the student "did not earn." 
This process is required to determine if the school and/or the student must return 
funds to the federal programs. 

The percentage "not earned" is the complement of the percentage of federal 
funds "earned." If a student withdraws completely before completing 60 percent 
of the payment period, the percentage "earned" is equal to the percentage of the 
payment period that was completed. If the student withdraws after completing 60 
percent of the payment period, the percentage earned is 100 percent. If the stu- 
dent has received more federal assistance than the calculated amount "earned," 
the school, or the student, or both, must return the unearned funds to the appro- 
priate federal programs. 

The school must return the lesser of: the amount of federal funds that the 
student does not earn; or, the amount of institutional costs that the student in- 
curred for the payment period multiplied by the percentage of funds "not earned." 
The student must return (or repay, as appropriate) the remaining unearned fed- 
eral funds. An exception is that students are not required to return 50 percent of 
the grant assistance received that is their responsibility to repay. 



52 



It should be noted that the Institutional Refund Policy and the federal Return 
of Title IV Funds Policy are separate and distinct. Students who completely with- 
draw after Oglethorpe's refund period has passed and before the 60 percent point 
of the payment period may owe a balance to the University previously covered by 
federal aid. Students receiving federal assistance are advised to consult the Office 
of Financial Aid before initiating the withdrawal process to see how these new 
regulations will affect their eligibility. 

Student financial aid refunds must be distributed in the following order by 
federal regulation: 

1. Federal Unsubsidized Stafford Loans 

2. Federal Subsidized Stafford Loans 

3. Federal Unsubsidized Direct Loans 

4. Federal Subsidized Direct Loans 

5. Federal Perkins Loan Program 

6. Federal PLUS loans 

7. Direct PLUS loans 

8. Federal Pell Grant Program 

9. Federal SEOG Program and 
10. Other federal aid programs 



Financial Obligations 



A student who has not met all financial obligations to the University will not be 
allowed to register for courses in subsequent academic sessions; he or she will not 
be allowed to receive a degree from the University; and requests for transcripts will 
not be honored. 



53 



Community 
life 







m ] : n : 








Leadership Development 



Oglethorpe University seeks to prepare its students for roles of leadership in 
society. Specific educational experiences are planned to help the student acquire 
the skills of leadership. 

Education for leadership must be based on the essential academic competen- 
cies - reading, writing, speaking, and reasoning. Though widely neglected today at 
all levels of education, these are the prerequisites for effective leadership. They are 
the marks of an educated person. Oglethorpe insists that its students achieve 
advanced proficiency in these skills. In addition, students are offered specific prepa- 
ration in the arts of leadership. Such arts include an appreciation of constructive 
values, the setting of goals, public speaking, human relations, and organizational 
skills. 

This philosophy presents an excellent opportunity for the able young person 
who is striving for a significant life, including leadership in the improvement of 
community and society. 



Orientation 



Oglethorpe University wishes to provide each student with the opportunity to 
make a successful adjustment to college life. Because the University community 
takes pride in its tradition of close personal relationships, an orientation program 
has been organized to foster the development of these relationships and provide 
much needed information about the University. 

Orientation begins with The Oglethorpe Adventure. Newly arrived students 
participate in a series of cooperative outdoor problem-solving activities facilitated 
by faculty and staff members and upper-class student mentors. These ice-breaking 
exercises are designed to introduce the students to each other and to begin to 
establish important relationships with the faculty advisors and mentors. Through- 
out orientation information is disseminated which acquaints students with the 
academic program and the extracurricular life of the campus community. One 
highlight is the performance of "Planet X," a student-written and directed play, 
which introduces in an effective and entertaining way issues of health and interper- 
sonal relationships which face contemporary college students. 

To supplement the student's orientation experience, the course Fresh Focus is 
required for all entering first year students during the student's first semester. For 
a description of Fresh Focus, please see the Educational Enrichment section of this 
Bulletin. 

Student Rights and Responsibilities 

Students of Oglethorpe University have specific rights and responsibilities. 
Among the rights are the right to freedom of expression and peaceful assembly, 
the right to the presumption of innocence and procedural fairness in the adminis- 
tration of discipline, and the right of access to personal records. 

As members of the Oglethorpe community, students have the responsibility to 
maintain high standards of conduct. They should respect the privacy and feelings 
of others and the property of both students and the University. Students are 



56 



expected to display behavior that is not disruptive of campus life or the surround- 
ing community. They represent the University off campus and are expected to act in 
a law-abiding and mature fashion. Those whose actions show that they have not 
accepted this responsibility may be subject to disciplinary action as set forth in the 
University's student handbook, The Book. 

Student Role in Institutional Decision Making 

Student opinion and views play a significant role in institutional decisions affect- 
ing their interests and welfare. A comprehensive standardized student opinion 
survey is administered to students annually. In addition there is the Core Survey 
administered in core courses, as well as the Course Assessment in all courses and 
the Advising Assessment which all students are asked to complete. Students serve 
on key academic committees such as the Experiential Education Committee, the 
University Program Committee and the Teacher Education Council. 

Particularly important is the role of elected student government representatives 
in this process. The president along with selected other officers of the Oglethorpe 
Student Association meet several times each semester with the University's senior 
staff to discuss a broad range of issues of concern to the student body. At least 
twice each year student government representatives meet with the Campus Life 
Committee of the Board of Trustees. In addition, the Oglethorpe Student Associa- 
tion collaborates with the President of the University and the senior staff in spon- 
soring periodic "town meetings" to which all interested students are invited. 

Policy on Discriminatory and Sexual Harassment 

Oglethorpe University places a high value on the dignity of the individual, on the 
tolerance of, and an appreciation for, human diversity, and on an appropriate 
decorum for members of the campus community. Harassing behavior can interfere 
seriously with the work or study performance of the individual to whom it is ad- 
dressed. It is indefensible when it makes the work, study, or living environment 
hostile, intimidating, injurious, or demeaning. 

It is the policy of the University that students and employees be able to work, 
study, participate in activities, and live in a campus, community free of unwarranted 
harassment in the form of oral, written, graphic, or physical conduct which person- 
ally frightens, intimidates, injures, or demeans another individual. Discriminatory 
harassment directed against an individual or group that is based on race, gender, 
religious belief, color, sexual orientation, national origin, handicap, or age is pro- 
hibited. Discriminatory harassment is defined as speech, depictions, or conduct 
which: 1) is addressed directly to, or made in the presence of, the individual or 
individuals whom it insults or stigmatizes; and, 2) the speaker knows, or reasonably 
should know, would constitute "fighting words." "Fighting words" are words, pic- 
tures, or other symbols that are commonly understood to convey direct and vis- 
ceral hatred or contempt for other human beings; they are commonly understood 
to elicit or precede violence. 

In addition, sexual harassment of a student by another student, of a student by 
an employee, of an employee by a student, or of an employee by another employee 
will not be tolerated and is prohibited. Any unwelcome sexual advance, requests 



57 



for sexual favors, verbal or physical conduct of a sexual nature, or any verbal 
conduct that might be construed as a sexual slur that: 1) interferes with perfor- 
mance or creates a hostile, offensive, or intimidating environment and/or 2) is an 
expressed or implied condition imposed by a faculty member for evaluation or 
grading a student, or by an employee for evaluating job performance or advance- 
ment of a subordinate or colleague, will be viewed as misconduct. 

Complaints alleging misconduct as defined in this policy on discriminatory and 
sexual harassment should be reported to the Vice President for Student Affairs 
and Community Life (Dr. Artie L. Travis, Emerson Student Center, telephone (404) 
364-8335), the Interim Provost (Dr. Victoria L. Weiss, Lupton Hall, telephone (404) 
364-8317), the Associate Dean for Administration (Mrs. Linda W. Bucki, Lupton 
Hall, telephone (404) 364-8325) or the Director of Counseling (Emerson Student 
Center, telephone (404) 364-8413). In determining whether an act constitutes ha- 
rassment, a careful review must be made of the totality of the circumstances that 
pertain to any given incident. Among the factors which will be considered are: 
intent of the behavior (words or actions with the intent to injure are prohibited, 
but words or actions as part of an exchange of ideas, ideology, or philosophy will be 
protected); location of the behavior (different concerns exist with respect to spaces 
used for public forums, classrooms, or other settings); the degree to which the 
behavior when judged by the "reasonable person" standard would be considered 
to be hostile, intimidating, injurious, or demeaning; and any repetition or pattern 
of objectionable behavior. Complaints will be carefully investigated and, when ap- 
propriate, efforts will be made to resolve conflicts through education, counseling, 
and conciliation. Cases that may require disciplinary action will be handled accord- 
ing to the established discipline procedures of the University. Student organiza- 
tions in violation of this policy may be subject to the loss of University recognition. 
Complainants shall be protected from unfair retribution. 

Nothing in this policy statement is intended to infringe on the individual rights, 
freedom of speech, or academic freedom provided to members of the Oglethorpe 
community. The scholarly, educational, or artistic content of any written or oral 
presentation or inquiry shall not be limited by this policy. Accordingly, this provi- 
sion will be construed liberally but should not be used as a pretext for violation of 
the policy. 

Oglethorpe Student Association 

The Oglethorpe Student Association is the guiding body for student life at 
Oglethorpe University. The O.S.A. consists of three elected bodies: an executive 
council, composed of a president, two vice presidents, parliamentarian, secretary, 
treasurer, and presidents of the four classes; the senate, chaired by a vice presi- 
dent, and composed of four senators from each class; and, the programming 
board, chaired by a vice president and composed of the freshman class president, 
one senator from each class, and three elected representatives from each class. All 
three bodies meet regularly and the meetings are open to the public. The O.S.A. 
administers a student activity fee that is assessed to all full-time day students. 
Additional information can be obtained from the O.S.A. Office or the Student 
Center Office located on the upper level of the Emerson Student Center. The 
address is Oglethorpe Student Association, 3000 Woodrow Way, N.E., Atlanta, GA 
30319-2797. 



58 



Student Organizations 



Valuable educational experience may be gained through active participation in 
approved campus activities and organizations. All students are encouraged to 
participate in one or more organizations to the extent that such involvement does 
not deter them from high academic achievement. Students are encouraged espe- 
cially to join professional organizations associated with their interests and goals. 

Eligibility for membership in student organizations is limited to currently en- 
rolled students. To serve as an officer of an organization, a student must be en- 
rolled full time and may not be on academic or disciplinary probation. 



Recognized Student 

Accounting Society 
Alpha Chi - 

National Academic Honorary 
Alpha Phi Omega - 

National Service Fraternity 
Alpha Psi Omega - Drama Honorary 
Amnesty International 
Best Buddies - 

Service to the Mentally Retarded 
Beta Omicron Sigma - 

Business Honorary 
Black Student Caucus 
Catholic Student Association 
Le Cercle Francais - French Club 
Chi Alpha Sigma - National 

College Athlete Honor Society 
Chiaroscuro - 

Student Art Organization 
Circle K 

College Democrats 
College Republicans 
ECOS -Environmentally 

Concerned Oglethorpe Students 
Executive Round Table 
International Club 
Interfraternity Council 
OAT-Oglethorpe Academic Team 
Oglethorpe Ambassadors 
Oglethorpe Athletes' Council 
Oglethorpe Dancers 
Oglethorpe Recorder Ensemble 
Oglethorpe Ultimate Club 
Oglethorpe YAD - 

Jewish Student Organization 
Omicron Delta Kappa - 

National Leadership Honorary 



Organizations 

Order of Omega - Greek Honor Society 
OUTlet - Students Against Homophobia 
Panhellenic Council 
Phi Alpha Theta - 

National History Honorary 
Phi Beta Delta - Honor Society 

for International Scholars 
Phi Delta Epsilon - 

International Medical Society 
Phi Eta Sigma - 

Freshman Academic Honorary 
The Playmakers- 

Oglethorpe University Theatre 
Planet X- Issue- Oriented Drama Group 
Powerful Oglethorpe Women (POW) 
Psi Chi - Psychology Honorary 
Psychology and Sociology Club 
Residence Hall Association 
Rho Lambda - Panhellenic Honorary 
Salt and Light Christian Fellowship 
Shadowbox Players 
Sigma Pi Sigma - 

National Physics Honorary 
Sigma Tau Delta - English Honorary 
Sigma Zeta - National Science Honorary 
Spanish Club 

Student Georgia Education Association 
Thalian Society - 

Philosophical Discussion Group 
The Stormy Petrel - Student Newspaper 
The Tower - Literary Magazine 
The Yamacraw - Yearbook 
University Chorale 
University Singers 
WJTL- Radio Station 



59 



Athletics 

At Oglethorpe University the students who participate in intercollegiate athletic 
competition are considered to be students first and athletes second. The Univer- 
sity is an active member of the Southern Collegiate Athletic Conference (SCAC) 
and Division III of the National Collegiate Athletic Association (NCAA). Members 
of Division III may not award financial aid (other than academic honor awards) to 
any student-athlete, except upon a showing of financial need by the recipient. 
Oglethorpe provides a program of Oglethorpe Scholars Awards, which is described 
in the Financial Assistance section of this Bulletin. Many students who are inter- 
ested in sports and are superior academically do qualify for this form of assistance. 

The University offers intercollegiate competition in basketball, baseball, soccer, 
cross-country, tennis, golf, and track and field for men; and in soccer, basketball, 
volleyball, cross-country, tennis, golf, and track and field for women. The Stormy 
Petrels compete against other SCAC schools, including Trinity University, Millsaps 
College, Rhodes College, University of the South, Southwestern University, Hendrix 
College, Centre College, DePauw University, and Rose-Hulman Institute of Tech- 
nology. The Petrels also challenge teams from schools outside the SCAC, such as 
Emory University and Washington and Lee University. 

Intramural and Recreational Sports 

In addition to intercollegiate competition, an array of intramural and recre- 
ational sports is offered. There are opportunities for all students to participate in 
physically and intellectually stimulating activities. Four competitive team sport sea- 
sons are offered in which men and women can compete in flag football, volleyball, 
basketball, and ultimate frisbee. There are also several short seasons or tourna- 
ments in soccer, softball, and sand volleyball. In addition, aerobics, weight training, 
and dance classes are also offered at the Steve Schmidt Sport & Recreation Center. 

Fraternities and Sororities 

Four fraternities and three sororities contribute to the Greek system at 
Oglethorpe. 

The four fraternities are Chi Phi, Delta Sigma Phi, Kappa Alpha, and Sigma 
Alpha Epsilon. The national sororities are Alpha Sigma Tau, Chi Omega and 
Sigma Sigma Sigma. 

These social organizations strive to contribute substantially to the spiritual and 
social betterment of the individual and develop college into a richer, fuller experi- 
ence. Membership in these organizations is voluntary and subject to regulations 
established by the Interfraternity Council, the Panhellenic Council, and the Greek 
Affairs Coordinator. 

Cultural Opportunities on Campus 

There are numerous cultural opportunities for students outside the classroom. 
The University Program Committee sponsors concerts, theatrical productions, 
and lectures by visiting scholars. The Mack A. Rikard lectures expose students to 



60 



leaders in business and other professions. The University Singers perform fre- 
quently during the year, including seasonal events, often featuring guest artists. 
The Oglethorpe University Museum, on the third floor of Philip Weltner Library, 
sponsors exhibitions as well as lectures on associated subjects and occasional con- 
certs in the museum. The Playmakers also stage several productions each year in 
the Conant Performing Arts Center. Two annual events, the Oglethorpe Night of 
the Arts and International Night, provide a showcase for campus talent. The former 
presents student literary, musical, and visual arts talent. The latter features inter- 
national cuisine and entertainment. The Georgia Shakespeare Festival, which takes 
place on campus during the summer, as well as in the fall, is also a valuable cultural 
asset to the Oglethorpe community. 



Counseling 



Counseling and referrals for professional services are available to students 
experiencing psychological or social problems. Special programs are conducted on 
campus to provide information and promote development in leadership skills, 
interpersonal relationships, and physical and mental health. Though academic 
advising is the responsibility of individually assigned faculty advisors, students 
encountering unusual difficulties may wish to consult the Health and Counseling 
Center in the Emerson Student Center regarding possible contributing factors. 



Opportunities in Atlanta 



Oglethorpe is located eight miles from downtown Atlanta and just two miles 
from the city's largest shopping center. A nearby rapid transit station makes trans- 
portation quick and efficient. This proximity to the Southeast's most vibrant city 
offers students a great variety of cultural and entertainment opportunities. There 
are numerous excellent restaurants and clubs in nearby Buckhead. Downtown 
Atlanta offers professional baseball, football, ice hockey, and basketball to sports 
fans as well as frequent popular concerts. The Atlanta Symphony Orchestra per- 
forms from September through May in the Woodruff Arts Center. The Atlanta 
Ballet Company's season is October through May. The Alliance Theatre Company 
and many smaller companies present productions of contemporary and classical 
plays. The High Museum of Art hosts major-traveling exhibitions in addition to its 
permanent collection. Student discounts are often available. The Office of Com- 
munity Life sponsors a series of monthly field trips called AtlantOUrs to museums, 
theater and dance programs, and places of cultural and historical interest in the 
metropolitan Atlanta area. 



Housing and Meals 



The residence halls are available to all full-time day students. There are single 
gender and co-ed residence halls. Each area has a professional live-in Area Coordi- 
nator and a staff of resident assistants. 

All students living in the residence halls are required to participate in a Univer- 
sity meal plan. Meals are served in the Emerson Student Center. Nineteen meals 
are served each week and four different meal plan options are available. Three of 



61 



these options include flex dollars which may be used at the snack bar in the lower 
level of the student center or in the Oglethorpe Cafe in Goodman Hall. No break- 
fast is served on Saturday or Sunday. Instead, a brunch is served from mid-morn- 
ing until early afternoon. The evening meal is also served on these days. . 

In addition to the residence halls there are six Greek cottages which house some 
members of the four fraternities and two sororities. 

Health Service 

All resident students subscribe to a Student Accident and Sickness Insurance 
Plan provided through the University. Full-time students living off campus may 
purchase this insurance. International students and students participating in all 
intercollegiate sports and intramural football are required to enroll in the Insur- 
ance Plan or have equivalent coverage. A brochure is available at the Health and 
Counseling Center that describes the coverage provided by the plan. 

The University maintains a small health center staffed by a registered nurse. The 
center operates on a regular schedule during weekdays when classes are in session 
and provides basic first aid and limited medical assistance for students. 

In the event additional or major medical care is required, or for emergencies, 
the student-patient will be referred to medical specialists and hospitals in the area 
with which the health service maintains a working relationship. 

When it is determined that a student's physical or emotional health is detrimen- 
tal to his or her academic studies, group-living situation, or other relationships at 
the University or in the community, the student will be required to withdraw. Read- 
mission to the University will be contingent upon acceptable verification that the 
student is ready to return. The final decision will rest with the University. 

International Student Services 

The International Student Office, which is located in the Emerson Student Cen- 
ter, exists to meet the needs of international students. Through a specially de- 
signed orientation program and ongoing contacts, the new international student is 
assisted in the process of adjustment to life at an American college. Special tours, 
workshops, host family programs, and social occasions are available to ensure that 
students can benefit fully from cross-cultural experiences. The International Stu- 
dent Advisor helps students with questions related to their immigration status. 

The O Book 

The Book is the student's guide to Oglethorpe University. It contains thorough 
information on the history, customs, traditional events, and services of the Univer- 
sity, as well as University regulations. It also contains the full texts of the Oglethorpe 
University Honor Code, the E-mail and Computer Use Policy and the Constitution 
and By-laws of the Oglethorpe Student Association. This handbook outlines the 
policies for recognition, membership eligibility, and leadership positions for cam- 
pus student organizations and publications. 



62 



Awards 

These awards are presented at Commencement or at Honors and Awards Con- 
vocation: 

Donald C. Agnew Award for Distinguished Service: This award is presented 
annually by the Oglethorpe Student Association and is chosen by that body to 
honor the person who, in their opinion, has given distinguished service to the 
University. Dr. Agnew served as President of Oglethorpe University from 1957 to 
1964. 

Alpha Chi Award: This is an annual award made to the member of the sopho- 
more class who best exemplifies the ideals of Alpha Chi in scholarship, leadership, 
character, and service. 

Alpha Phi Omega Service Award: This award is presented by Alpha Phi Omega 
fraternity to the student, faculty, or staff member who best exemplifies the 
organization's three-fold purposes of leadership, friendship, and service. 

Alpha Psi Omega Rookie Award: This award is presented annually to the out- 
standing new member of The Playmakers. 

Art Awards of Merit: These are presented to students who have displayed 
excellence in photography, sculpture, painting and drawing. 

Leo Bilancio Award: This award, created in memory of Professor Leo Bilancio, 
a member of the Oglethorpe history faculty from 1958 to 1989, was established by 
the Oglethorpe Student Association and is presented to a graduating senior who 
has been an outstanding student of history. 

Eve Brown Award: This award is presented to the individual who demonstrates 
outstanding talent in production design for The Playmakers. 

Wendell Brown Award: This award is presented to the individual who has done 
the most for The Playmakers during the year. 

Mary Whiton Calkins and Margaret Floy Washburn Awards: Outstanding se- 
niors majoring in psychology are honored with these awards. 

Chiaroscuro Juried Art Show Awards: These awards are presented to the art- 
ists who submit the best drawings, sculpture, photographs, and paintings to the 
annual student art show sponsored by Chiaroscuro, a club that supports the arts 
on campus. 

Coca-Cola Minority Achievement Award: This award is presented annually by 
The Coca-Cola Company to a minority student who is a rising senior and demon- 
strates strong academic performance, personal character, and personal motivation 
to serve and succeed. 

Deans' Award for Outstanding Achievement: This award is presented annually 
to a campus club, organization, or society which, in the opinion of the Vice Presi- 
dent for Student affairs and Community Life and the Provost, has contributed 
most to University life. 

Financial Executives Institute Award: This award is presented annually by the 
Atlanta Chapter of The Financial Executives Institute to students who have demon- 
strated leadership, superior academic performance, and potential for success in 
business administration. 

Georgia Society of Certified Public Accountants Certificate of Academic 
Excellence: This award is presented annually to the accounting major who has the 
highest overall grade-point average. 



t>3 



International Club Appreciation Award: This award is presented annually to 
the student who has contributed most significantly to the activities of the Interna- 
tional Club. 

Intramural Sports Awards: These awards are presented to the leading teams 
and individual athletes in men's and women's intramural competition. 

Sidney Lanier Prize: This award is given yearly to the student, or students, 
submitting excellent poetry to campus publications. 

LeConte Award: The most outstanding student graduating with a major in one 
of the natural sciences or mathematics, as determined by the faculty in the Division 
of Natural Sciences, is recognized with this award. 

Leader in Action Award: The Leader in Action Award is presented to the 
student who best exemplifies the ideals of the Rich Foundation Urban Leadership 
Program. 

Charles M. MacConnell Award: This award honors a former member of the 
faculty and is presented by the sophomore class to the senior who, in the judgment 
of the class, has participated in many phases of campus life without having received 
full recognition. 

National Collegiate Band Awards: These awards are presented annually to 
students who have exhibited excellence in the performance of instrumental music. 

The James Edward Oglethorpe Awards: Commonly called the "Oglethorpe 
Cups," these are presented annually to the man and woman in the graduating class 
who, in the opinion of the faculty, have excelled in both scholarship and service. 

Oglethorpe Poet Laureate: This award was first instituted by Mrs. Idalee Vonk, 
wife of former President Paul Vonk, and is an honor that is bestowed upon a 
freshman, sophomore, or junior who presents the best written work to The Tower 
for competition. 

Omicron Delta Kappa Freshman Award: This award is made by Omicron Delta 
Kappa to the student in the freshman class who most fully exemplifies the ideals of 
this organization. 

Order of Omega Outstanding Sophomore Award: This award is presented by 
the Order of Omega, a national Greek honor society, to the sophomore who best 
exemplifies the principles of Greek life. 

Outstanding Education Graduate Student Award: The outstanding education 
graduate student is honored with this award. 

Outstanding Improvement in French Studies: This award honors the student 
who demonstrates excellence and dedication in French studies. 

Outstanding Male and Female Varsity Athletes of the Year Award: These awards 
are made annually to the outstanding male and female students participating in 
varsity sports. 

Outstanding Politics Senior Award: This award is given annually to the gradu- 
ating senior who, in the judgment of the faculty, does the most sophisticated work 
in upper-level classes within the discipline. 

Outstanding Sociology Senior Award: The outstanding senior majoring in soci- 
ology is honored with this award. 

Outstanding Teacher Education Senior Award: This award is presented annu- 
ally to a leading senior student in the field of education. 

Pattillo Leadership Award: The President of the University presents this prize 
to a graduating student who has excelled in leadership accomplishments. 



64 



Phi Beta Kappa Faculty Group Award: This award is presented by the faculty 
and staff members of Phi Beta Kappa to the graduating student who, in their 
judgment, has demonstrated outstanding scholarly qualities. 

Phi Eta Sigma Freshman Scholarship Award: This award is presented annually 
to the full-time freshman student with the highest grade-point average by Phi Eta 
Sigma, a national scholastic honor society for freshmen. 

Publications Awards: Notable contributors to The Tower, The Stormy Petrel and 
The Yamacraw are recognized with these awards. 

Resident Assistant of the Year: This award is presented annually to an exem- 
plary student who organizes outstanding educational and social programs for 
dormitory residents and builds a sense of community in the residence halls. 

Student Education Association Award: Through the presentation of this award, 
members of this organization honor a student who has excelled in the field of 
teacher education. 

Charles L. Towers, Sr. Award for Excellence: This award is presented annually 
to the outstanding student in the field of economics and business administration. 
The award honors the father of Charles L. Towers, a Trustee Emeritus of the 
University. 

University Singers Awards: These awards are presented annually to students 
who have exhibited excellence in the performance of choral music. 

Charles Longstreet Weltner Award: Sponsored by the Stormy Petrel Bar Asso- 
ciation in honor of Chief Justice Charles L. Weltner '48, this award is presented 
annually to a student who demonstrates analytical and persuasive skills and an 
appreciation for the elements of civic leadership, as determined through a com- 
petitive essay and interview process. 

Sally Hull Weltner Award for Scholarship: This award is presented to the stu- 
dent in the graduating class who has the highest grade-point average on work 
completed at Oglethorpe among the students graduating with academic honors. 

Who's Who in American Colleges and Universities: This honor is given in recog- 
nition of the merit and accomplishments of students who are formally recom- 
mended by a committee of students, faculty, and administrators, and who meet the 
requirements of the publication Who 's Who Among Students in American Colleges and 
Universities. 



65 



Academic Regulations 
and Policies 




Academic Advising 



Each student consults with a member of the faculty in preparing course sched- 
ules, discussing completion of degree requirements and post-graduation plans, 
and inquiring about any other academic matter. The student's advisor in the first 
year is the instructor of the Fresh Focus section, which the student has selected 
prior to initial enrollment. The faculty advisor is each student's primary point of 
contact with the University. 

To change advisors a student must complete the following procedural steps: 

1. Ask the proposed "new" faculty advisor for permission to be added to the 
faculty member's advisee list. 

2. Ask the current advisor to send the student file to the faculty member who 
has agreed to be the student's new advisor. 

3. Ascertain that the new advisor has received the file and has sent an Advi 
sor Change notice to the Registrar's Office. 

This is the only method for changing academic advisors. 

When the student decides on a major field, he or she should change advisors, if 
necessary, to a faculty member who has teaching responsibilities in the student's 
major field. 



Registration 



New students select courses in consultation with their faculty advisor. Schedule 
planning and course selection for following semesters are accomplished during 
preregistration week. Students should make appointments to consult with their 
academic advisors during preregistration. Full-time students wishing to participate 
in the Atlanta Regional Consortium for Higher Education Cross Registration pro- 
gram (see Cross Registration below) also should select courses during the prereg- 
istration week of the fall and spring semesters. Summer schedules also can be 
planned during preregistration week in the spring semester. 

The official registration period precedes the first day of classes. Every student 
must complete the various steps of the registration process during this period. 
Those who have preregistered pick up a copy of their course schedule at the first 
station of registration and thereby bypass the station at which proposed course 
schedules are computer-processed by Registrar's Office personnel. Preregistered 
students must complete all other stations. 



Cross Registration 



Oglethorpe University is a member of the Atlanta Regional Consortium for 
Higher Education, a consortium of the 20 institutions of higher education in the 
greater Atlanta area. Through the Consortium, full-time Oglethorpe students may 
enroll on a space-available basis in courses at any other member institution. The 
student need not be admitted to the other institution and completes all proce- 
dures, including payment of tuition, at Oglethorpe. Because of institutional dead- 
lines, students should complete forms for cross registration during Oglethorpe's 
designated preregistration week. 

Courses taken at Consortium institutions on a cross-registration basis count as 



68 



Oglethorpe courses for residence requirements. While grades earned through 
consortium courses are not tabulated in grade-point averages, courses with grades 
of "C" or higher count toward graduation requirements. 

Interested students should consult the Registrar for program details. 

Drop and Add 

Students who find it necessary to change their schedule by dropping or adding 
courses must do so by completing a Drop/ Add form from the Registrar's Office. 
This form must be returned to the Registrar's Office during the Drop/ Add period 
as printed in the semester class schedule. 

Withdrawal from a Course 

From the conclusion of the Drop/ Add period through midsemester or the middle 
of a summer session, changes in schedule constitute a withdrawal. The academic 
advisor, the instructor, and the Office of Financial Aid must approve withdrawals on 
the appropriate form from the Registrar's Office. The instructor may issue one of 
the following grades: Withdrew Passing (W) or Withdrew Failing (WF). 

After midsemester the grade "WF" is assigned. Only in the case of prolonged 
illness (a physician's letter must be submitted direcdy to the Registrar's Office) will 
a "W" be assigned. 

Students should note that any change of academic schedule is not official until it 
is filed in the Registrar's Office. The date the change is received in the Registrar's 
Office will be the official date for the change. 

If a student misses six consecutive class days in any course, the instructor will 
notify the Registrar's Office and it will be assumed that the student has unofficially 
withdrawn from the course. This does not eliminate the student's responsibility 
stated above concerning official procedure for withdrawal. The student may re- 
ceive the grade of "W," "WF," or "FA" - failure due to excessive absences. 

Please see Institutional Refund Policy in the Tuition and Costs section of this 
Bulletin. 

Withdrawal from the University 

Students who must withdraw from the University during a semester are re- 
quired to complete the appropriate withdrawal form, which is available in the 
Registrar's Office. The instructors, depending upon the student's academic progress 
in those courses will assign the grade "W" or "WF"; the Office of Financial Aid 
must also sign approval. The date the completed withdrawal form is submitted to 
the Registrar will be the official date for withdrawal. 

In the case of an emergency departure from the campus for which withdrawal 
forms have not been executed, the Registrar's Office may verify that the student 
has left campus as a result of an emergency and notify instructors. Instructors may 
elect to assign a "W" in such a case even if it occurs after midsemester or midsession. 



69 



Class Attendance 



Regular attendance at class sessions, laboratories, examinations, and official 
University convocations is an obligation which all students are expected to fulfill. 
Faculty members set attendance policies in their course syllabi. 



Grading 



Faculty members submit mid-semester reports to the Registrar's Office on class 
rolls indicating Satisfactory or Unsatisfactory (S or U). These mid-semester reports 
are not part of the student's permanent record. 

Faculty members submit letter grades at the end of each semester. These grades 
become part of the student's official record. Once entered, a grade may not be 
changed except by means of an officially executed Change of Grade form. 

A student's cumulative grade-point average (GPA) is calculated by dividing the 
number of semester hours of work the student has attempted at Oglethorpe into 
the total number of quality points earned. 

The letter grades used at Oglethorpe are defined as follows: 



Grade 

A 

A- 

B+ 

B 

B- 

C+ 

C 

C- 

D+ 

D 

F 



Meaning 

Superior 



Good 



Satisfactory 



Passing 
Failure 



Quality 
Points 

4.0 
3.7 
3.3 
3.0 

2.7 
2.3 
2.0 
1.7 
1.3 
1.0 
0.0 



Numerical 
Equivalent 

93-100 

90-92 

87-89 

83-86 

80-82 

77-79 

73-76 

70-72 

67-69 

60-66 

59 and below 



FA Failure: Excessive Absences* 

W Withdrew** 

WF Withdrew Failing* 

I Incomplete*** 

S Satisfactory**** 

U Unsatisfactory* 

AU Audit (no credit) 



70 or higher 



Notes: * 



** 



Grade has same effect as an "F" on the GPA. 
Grade has no effect on the GPA; no credit awarded. 
Grade has same effect as an "F" on the GPA. If a 
student is unable to complete the work for a course on 
time for reasons of health, family tragedy, or other cir 
cumstances the instructor deems appropriate, the grade 
"I" may be assigned. In such cases, the instructor and 
student shall draw up a contract indicating specifically 



70 



the work the student must complete as well as a date 
by which the work will be submitted, and the grade 
which will be given if the student fails to complete that 
work. After the student has read and signed the 
contract, it shall be filed with the Registrar at the time 
the class roll with grades is submitted. 
**** - Grade has no effect on the GPA; credit is awarded. 

Only work completed at Oglethorpe is reflected in the Oglethorpe GPA. 

Repetition of Courses 

Courses may be repeated only if an unsatisfactory grade ("D," "F," "FA," or 
"WF") was received in the course. When a course is repeated, both grades are 
calculated into the student's grade-point average, but no additional semester 
hours of credit are earned. 

Satisfactory/Unsatisfactory Option 

After 32 semester hours are earned at Oglethorpe a student in good academic 
standing may register to take two courses (in addition to internships and Science 
Seminar) on a Satisfactory/Unsatisfactory basis. These courses cannot be taken 
in the same semester and cannot be used to satisfy proficiency requirements, 
core requirements, or the student's major or minor. The student must register 
for the Satisfactory/Unsatisfactory designation by the end of the Drop/ Add 
period after which the Satisfactory/Unsatisfactory designation cannot be changed. 
Satisfactory is defined as a "C-" or better. 

Final Examinations 

Final examinations, up to four hours in length, generally are given in courses 
at the end of each semester or session. The Final Examination Schedule is made 
up in the Registrar's Office and is printed in each semester's Schedule of Classes. 
(Final examinations in the summer are held on the last day of each session.) Final 
examinations must be given at the assigned date and time. 

No final examinations may be administered during the last scheduled class 
meeting of the semester or during the reading period prior to the first day of 
scheduled final examinations. If special arrangements are needed for individual 
students, faculty members must inform their Division Chair. (Regular course tests 
may not be given on the last day of classes or be scheduled on the reading day.) 

No student help is to be used for typing or grading examinations. 



71 



Good Academic Standing, Probation, and Aca- 
demic Dismissal 

To be in good academic standing students must achieve the cumulative grade- 
point averages specified below in relation to the number of semester hours they 
have completed. 

Cumulative GPA Required 

Semester Hours Completed for Good Standing 

0-35 1.50 

3r>64 1.75 

65 and above 2.00 

Students who fail to achieve good standing are placed on probation. 

Students who do not achieve good standing for two consecutive semesters (poor 
performance in summer sessions excluded) are subject to dismissal from the Uni- 
versity for academic reasons. However, successful completion of summer classes 
taken at Oglethorpe may be used to achieve good academic standing. 

New students, freshmen, or transfer students who fail all courses during their 
first semester at Oglethorpe are subject to dismissal, unless the student received a 
"W" in all courses or had to withdraw from all courses for medical reasons. 

Students who have been dismissed for academic reasons may be readmitted 
after an absence of one spring or fall semester upon petition to the Provost. Stu- 
dents readmitted by petition must achieve good standing by the end of their second 
semester as readmitted students or be subject to permanent dismissal. 



Grade Appeal Policy 



If a student believes that a course grade has been assigned in a capricious or 
prejudicial manner, he or she may appeal the grade through the following steps. 

1. The student submits a written appeal to the instructor clearly stating the 
reasons for believing that the grade was assigned in a capricious or prejudi- 
cial manner. 

2. The instructor changes the grade or replies in writing, explaining why the 
extant grade is appropriate. 

3. If the student is not satisfied with the explanation, he or she may submit the 
written appeal and response to the appropriate Division Chair, who asks two 
faculty members with suitable experience in appropriate disciplines to serve 
with the Division Chair as a ruling committee. If the instructor is a Division 
Chair, the senior faculty member in the Division will serve in place of the 
Chair. The ruling committee receives all written materials relevant to the case 
and may request additional information. If the ruling committee rules in 
favor of the instructor, written notification is given both to the instructor and 
to the student and there is no further appeal. If the committee rules in favor 
of the student, the Chair advises the instructor to reconsider the grade. If the 
instructor refuses to change the grade, the ruling committee may submit a 
written recommendation for a grade change to the Provost, whose final deci- 
sion will be based on a review of the materials that have been submitted and 
the process that has been followed. 



72 



The entire process must be initiated within 30 days of the first day of classes in 
the semester immediately following the assignment of the grade and must be com- 
pleted by the end of that semester. 



Auditing Courses 



Regularly admitted Oglethorpe students may register for courses on an "audit" 
basis. A student who audits a course may attend it for enrichment but is not 
required to take course examinations or complete other course requirements. In 
order to audit a course, an admitted student must request an Audit form from the 
Registrar's Office and submit it to the instructor of the course he or she intends to 
audit. If the class is not closed, the instructor may accept the student as an audit by 
returning the signed form to the Registrar's Office. The grade awarded for a class 
taken on an audit basis is "AU," and no credits or quality points are earned. 

Students may register to take courses on an audit basis only during the normal 
time for dropping and adding courses. The fees for auditing courses are published 
by the Business Office. 



Dean's List 



Students who earn a semester grade-point average of 3.5 or higher carrying 12 
semester hours or more during the fall or spring semester are placed on the Dean's 
Academic Honors List. 

Mathematics Proficiency Requirement 

Each student must satisfy the Mathematics Proficiency Requirement. This re- 
quirement may be satisfied in any one of the following ways: 

1. Completion of a year of calculus in high school with a grade of C- or better 

2. Satisfactory performance on the mathematics proficiency examination 

3. Completion of MAT 103 Analytic Geometry with a grade of "C-" or higher 

4. College transfer work in Analytic Geometry, Trigonometry, or PreCalculus 
with a grade of "C-" or higher 

When the Mathematics Proficiency Requirement has been satisfied, a notation 
to this effect will appear on the student's transcript. 

The mathematics proficiency examination is administered to entering students 
during the University's Make the Connection weekends and immediately prior to 
both fall and spring registrations. 



Graduation Requirements 



To earn a baccalaureate degree from the University the following requirements 
must be met: 

1. Completion of a minimum of 128 semester hours and a cumulative grade- 
point average of 2.0 or higher on Oglethorpe course work. No more than 
four semester hours earned in Seminar for Student Tutors or Team Teach- 
ing for Critical Thinking are permitted to count toward the 128-semester 
hour requirement. (Students who entered prior to fall 1998 must have com- 
pleted a minimum of 120 semester hours.) 



73 



2. Completion at Oglethorpe of 32 of the last 64 semester hours of course 
credit immediately preceding graduation. Courses taken at University Cen- 
ter institutions on a cross-registration basis count as Oglethorpe courses 
for the purpose of meeting this residency requirement. 

3. Satisfaction of core requirements and major field or dual degree require- 
ments (see appropriate disciplinary headings for descriptions). 

4. Satisfaction of the Mathematics Proficiency Requirement. 

5. Submission of an application for graduation to the Registrar's Office by 
mid-October prior to completion of degree requirements the following 
December, May, or August. 

6. Satisfaction of all financial and other obligations to the University and pay- 
ment of a degree completion fee. 

7. Participation in assessments of competencies gained and curricular effec- 
tiveness by completing standardized or other tests and surveys. 

8. Formal faculty approval for graduation. 

Graduation Exercises 

Graduation exercises are held once a year at the close of the spring semester in 
May. Diplomas are awarded at the close of the spring semester during commence- 
ment and at the close of the summer session. Students completing requirements at 
the end of summer or at the end of fall are encouraged to participate in the spring 
graduation exercises. 

Degrees with Latin Academic Honors 

Undergraduate degrees with Latin academic honors are awarded as follows: 
cum laude for a cumulative grade-point average of 3.5 or higher; magna cum laude for 
3.7 or higher; and summa cum laude for 3.9 or higher. To be eligible for Latin 
academic honors, students entering fall 1998 or thereafter must have completed 68 
or more semester hours in residence at Oglethorpe. Students entering prior to fall 
1998 must have completed 65 semester hours in residence at Oglethorpe to be 
considered for Latin academic honors. 

Transfer work is not included in the determination for Latin academic honors. 



Degrees with Honors Thesis 



Please see the Honors Program in the Educational Enrichment section of this 
Bulletin. 



Double Major Policy 



A student may earn a double major subject to the following conditions: 

1. The student must meet all requirements of both majors. 

2. The student may count no more than three of the courses taken to meet the 
major requirements of one of the fields toward meeting the major require- 
ments of the other field. 



74 



3. The transcript will list both majors. In case both majors result in the same 
degree, that degree will be awarded. 

4. In case the two majors result in different degrees, the student will receive 
only one degree, that being the student's choice of the two degree designa- 
tions. 



Earning a Second Add-On Major 



Students who have been awarded an Oglethorpe baccalaureate degree may 
return to earn a second major within that degree at the University. Upon comple- 
tion of the requirements, the second major will be entered on the student's record 
and transcript. No diploma will be awarded when the second major is within the 
degree already awarded. The requirements are: 

1. Completion of an additional 32 semester hours of which a minimum of 16 
must be completed at Oglethorpe. 

2. Maintenance of a 2.0 or higher cumulative grade-point average. 

3. Completion of a major other than the major(s) completed at the time the 
first degree was awarded, subject to the first two conditions listed above 
under the Double Major Policy. 

Earning a Second Baccalaureate Degree 

Students who have completed a baccalaureate degree may be awarded a second 
and different baccalaureate degree. Upon completion of the requirements, the 
student's record and transcript will reflect the conferring of a second degree and 
a diploma will be awarded. 

For students who earned their first baccalaureate degree at Oglethorpe, the 
same requirements listed above under Earning a Second Add-On Major apply. 

For students who have earned their first baccalaureate degree at another institu- 
tion, this degree is treated as transfer credit. Up to a maximum of 80 semester hours 
may be accepted at Oglethorpe. The requirements for the second degree are: 

1. Satisfaction of Oglethorpe core requirements. 

2. Completion of a minimum of 48 semester hours at Oglethorpe. 

3. Maintenance of a 2.0 or higher cumulative grade-point average. 

4. Completion of a major other than the major(s) completed at the time the 
first degree was awarded. 

All transfer policies stated in the section of this Bulletin entitled Transfer Stu- 
dents and Transfer Policies apply. 



Student Classification 



For administrative and other official and extra-official purposes, undergradu- 
ate students are classified according to the number of semester hours successfully 
completed. Classification is as follows: to 32 hours - freshman; 33 to 64 hours - 
sophomore; 65 to 96 hours -junior; 97 hours and above - senior. 



75 



Normal Academic Load 



Two semesters - fall and spring - constitute the regular academic year. Several 
sessions also are offered in the summer. 

While courses of one to four semester hours credit are offered each semester, a 
full-time academic program at Oglethorpe consists of no less than three regular 
four-semester hour courses each semester or a minimum of 12 semester hours. 
Generally four courses are taken, giving the student a total of 16 semester hours, 
with a maximum of 18 hours allowed as part of the regular full-time program. This 
includes any cross-registered courses. 

An overload of 19-20 semester hours is allowed for students with 1) junior 
standing and 2) a minimum grade-point average of 3.5, unless the overload is due 
to internship hours, otherwise a 3.0 grade-point average. A request form may be 
obtained from the Registrar's Office and requires signed approval by the student's 
advisor and the Provost. 

During the summer a student will be permitted to take no more than eight hours 
in any 5-week session (nine hours if one of the courses is a 5-hour laboratory 
science course). Thus, a student will be limited to a maximum of two 4-hour 
courses, plus one hour of Applied Instruction in Music, in a 5-week session. Or, to 
a maximum of one 4-hour course in a 5-week session while simultaneously enrolled 
in a maximum of two 3-hour courses in an 8-week session. The student should be 
cautioned that these maximum limits represent course loads that are approxi- 
mately fifty percent greater than the ceiling of 18 hours during the regular aca- 
demic year. Successful completion of such a load will require a correspondingly 
greater effort on the part of the student. 

Completion of a minimum of 128 semester hours (or equivalent for transfer 
students) is required for graduation. No more than four semester hours earned in 
Seminar for Student Tutors or Team Teaching for Critical Thinking are permitted 
to count toward the 128-semester hour requirement. See Graduation Require- 
ments above for additional graduation criteria. Some programs may require addi- 
tional credit for students entering fall 1998 or thereafter. 



Course Level 



In the Programs of Study section of this Bulletin, disciplines and majors are 
listed alphabetically. Respective courses under each are designated by a prefix that 
identifies the discipline and a three-digit number. The first digit indicates the level 
of the course: 1 = freshman level, 2 = sophomore level, 3 = junior level, and 4 = senior 
level. (A 5 or 6 typically denotes a graduate-level course.) Higher-level courses in a 
discipline are typically designed to build upon the content of lower-level courses in 
that discipline and other specified prerequisite courses. 

The number of hours refers to the semester hours of college credit per semes- 
ter, which are earned by the successful completion of the course. 



76 



Access to Student Records 



To comply with the Family Educational and Privacy Act of 1974, commonly called 
the Buckley Amendment, Oglethorpe University informs students of their rights 
under this act in the student handbook, The O Book. Three basic rights are covered 
by this act: 1) The student's right to have access to personal records, 2) the right of 
a hearing to challenge the content of a record, and 3) the right to withhold or give 
consent for the release of identifying directory data. Additional information may 
be obtained from The O Book and from the Registrar. 



Oglethorpe Honor Code 



Persons who come to Oglethorpe University for work and study join a commu- 
nity that is committed to high standards of academic honesty. The Honor Code 
contains the responsibilities we accept by becoming members of the community. 

The students and faculty of Oglethorpe University expect each other to be 
truthful in the academic endeavor they share. Faculty assume students complete 
work honestly and act toward them in ways consistent with that assumption. 

Oglethorpe welcomes all admitted students who accept our principles of honest 
behavior. We believe that this Code will enrich our years at the University and allow 
us to begin practicing the honorable, self-governed lives expected of society's leaders. 

Students pledge that they have completed assignments honestly by attaching the 
following statement to each test, paper, overnight work, in-class essay, or other 
work designated by professors: 

I pledge that I have neither given nor received any 

unauthorized aid on this assignment. 

Signed 

It will be the responsibility of the student to provide these pledges by either 
attaching them on a separate sheet or typing them as part of the assignment. The 
instructor also should remind the class to sign the pledge. The pledge serves as an 
affirmation of the student's and the instructor's belief in the principles of the 
Honor Code. Assigned work should not be considered complete without the pledge. 

Since it is assumed that students act according to their pledge, faculty abstain 
from any practices whose purpose is to ascertain that students have been dishonest 
unless there is a compelling reason to believe that cheating has taken place. Instruc- 
tors should invite their own students to discuss with them actions or policies that 
appear to be at variance with the assumption of honesty. 



77 



Educational 
Enrichment 




First-Year Experience 



Oglethorpe University's faculty and community life staff work together to coor- 
dinate academic offerings and student services in order to create a first-year expe- 
rience that is welcoming, supportive, and challenging. This integrated program is 
committed to encouraging first-year students to succeed. 

Major features of this first-year experience include the course Fresh Focus, the 
freshman advising program, a two-semester core course in humanities, programs 
in the residence halls, the tutoring services of the Academic Resource Center, and 
a coordinated intervention process for assisting students in trouble. 

FOC 101. Fresh Focus 1 hour 

This class, required for all entering first-year students, is a small group activity 
also involving selected upper-class mentors and faculty. Students select a class from 
among numerous topics with experiential and interactive as well as academic fea- 
tures. The faculty instructor serves as the student's academic advisor during the 
first year. The first meeting of each group is during new student orientation, and 
continues thereafter twice weekly for the first half of the semester to pursue their 
chosen topic and share related experiences. During the same period new students 
will also attend occasional workshops on aspects of leadership, health and wellness, 
careers, skills for academic success, and open houses in the academic divisions. 
Graded on a satisfactory/unsatisfactory basis. 

FOC 201. Team Teaching for Critical Thinking 1 hour 

Upper-class student mentors assist faculty instructors in planning and teaching 
the special topics sessions of Fresh Focus or other freshman-level courses. They 
participate in training meetings prior to the beginning of the course, communicate 
with entering freshmen over the summer, attend all classes in their Fresh Focus 
section, and assist with the advising of freshmen throughout their first year. Graded 
on a satisfactory/unsatisfactory basis. Prerequisite: Permission of the instructor. 



Sophomore Choices 



Students in their second, third, and fourth semesters of college are encouraged 
to participate in Sophomore Choices. This seminar is designed to introduce stu- 
dents to a model for career decision making that is useful throughout life. Informa- 
tional interviewing and visits to Atlanta workplaces allow students to learn about 
particular occupations or career fields of interest and to begin to make career 
connections in the community. These experiences may help students as they select 
courses, majors and minors, and internships. 

CHO 101. Sophomore Choices 1 hour 

During this six-week career exploration seminar, students complete interest and 
personality assessments, learn how to find information about different careers, 
and develop interviewing, networking, and resume-writing skills. Students are then 
individually placed in short-term externships in the Atlanta area. Graded on a 
satisfactory/unsatisfactory basis. 



so 



Academic Resource Center - Tutoring 

The Academic Resource Center provides group and individual tutoring and 
other academic activities for all students, free of charge. The ARC services include 
helping students to prepare for papers and examinations, as well as arranging 
enriching group study and research for students who are already doing well in core 
classes and other courses. The student tutors work closely with the faculty teaching 
the classes in which they are tutoring, meeting regularly to plan and provide indi- 
vidual and small-group help for students who need it, and to increase interactive 
and collaborative educational experiences both in and outside Oglethorpe's class- 
rooms. 

ARC 201. Seminar for Student Tutors 1 hour 

Peer tutors at the Academic Resource Center spend two hours per week assist- 
ing other students, individually or in groups, with course material, papers, and 
preparation for examinations. In addition, they participate one hour a week in 
support and training meetings with the ARC directors and with instructors of the 
courses in which they tutor. They discuss how to work with texts in different 
disciplines, encourage study group members to help each other learn, and foster 
student engagement with and assimilate course content. Prerequisite: Permission 
of the instructor or Writing Tutor Coordinator. 

Learning Disabilities Resource Center 

The Learning Disabilities Resource Center program provides support at no 
additional cost for students with learning disabilities, attention deficits, and other 
learning differences. Professional documentation of disability is required for ser- 
vices and is the responsibility of the student. Qualified students are provided with 
appropriate modifications of regular academic class work. 

The Learning Disabilities (LD) Resource Coordinator's office is located in 
Goodman Hall. Services provided include priority and individual assistance in 
registration, assistance with organization of time and subject matter, and assistance 
with applications and qualifying tests for graduate programs of study. The Coor- 
dinator acts as liaison and referral between the LD student and faculty members, 
Academic Resource Center tutors, and other campus organizations and services. 
This program is provided to ensure that all students may participate fully in the 
Oglethorpe experience. 

Career Services 

The Career Services Office provides resources to assist students in making 
responsible decisions and strategies regarding career options and job search plans. 
These resources include a Career Library with information available from books, a 
computer, and videotapes on occupations, the job search, and prospective employ- 
ers. SIGI PLUS, a computer-assisted career guidance program, and other job search 
programs are available by appointment to explore options and employers that 
match individual career interests. Workshops on resume writing, interviewing and 
job search techniques are presented each semester to prepare students for the 
workplace. 

81 



In addition, a number of prospective employers send recruiters to the campus 
each year for the purpose of conducting on-campus interviews. Current informa- 
tion on permanent, summer, and part-time job opportunities is made available to 
students and alumni on a job board. Resume referrals to employers are made for 
those students who register for the service through www.jobtrak.com. 



Experiential Education 



Oglethorpe University strives to provide valuable learning experiences outside 
of the traditional classroom setting. The Office of Experiential Education offers 
three primary programs: Atlanta in the Classroom, Atlanta Exploration Week, and 
Internships. A variety of additional services, including community service oppor- 
tunities, and career-related programs are also available. 

Atlanta in the Classroom utilizes local resources to enhance Oglethorpe's tradi- 
tional academic courses. These courses might include guest speakers, site visits, 
internships, volunteer work, or off-campus research. The result? Classroom expe- 
riences are enhanced and Oglethorpe's liberal education is brought to life. 

Atlanta Exploration Week is a week-long, non-credit program that occurs each 
January prior to the start of the spring semester. In small seminars, students 
discuss topics of interest and visit related Atlanta-area organizations. This free 
program allows students to work closely with faculty and student colleagues, pro- 
vides an outlet for continued research in a particular discipline, and helps students 
make valuable contacts in their field. Students choose one of five mini-courses, the 
topics of which change each year. Interested students should contact the Office of 
Experiential Education in the fall semester to register. 

Internships provide practical experience to complement the academic program, 
as well as give students the opportunity to solidify career decisions and gain work 
experience in their fields of interest. More than half of college students nation- 
wide complete internships, making the experience an essential credential for com- 
petition in the current job market. 

Internships are available in a large variety of local businesses and organizations 
representing most academic majors and potential career fields. Oglethorpe stu- 
dents have recently completed internships at The Carter Center, CNN, Georgia 
Pacific, Atlanta Magazine, Zoo Atlanta, the Atlanta History Center, and the Geor- 
gia State Legislature, to name only a few. In addition to these Atlanta-based intern- 
ships, Oglethorpe maintains resources and affiliations for nationwide opportunities, 
such as the Washington Center in DC. 

Internships are available in most majors for students who: 1) demonstrate a 
clear understanding of goals they wish to accomplish in the experience and 2) 
possess the necessary academic and personal background to accomplish these 
goals. Sophomores, juniors, and seniors with a minimum grade-point average of 
2.8 qualify to apply for internships. Transfer students must complete one semester 
at Oglethorpe prior to participation. Every internship requires a statement of 
objectives and academic requirements developed in consultation with the student's 
internship faculty supervisor. Upon successful completion of the internship, the 
student is awarded academic credit in recognition of the learning value of the 
experience. Students may apply a maximum of 16 semester hours of internship 
credit toward their degree, with approval from their academic adviser and the 



82 



Experiential Education Committee. Students desiring academic credit must regis- 
ter for the internship before the end of the Drop/ Add period of the semester in 
question. Non-credit internships may begin at any time and can be arranged through 
the Office of Experiential Education. 

Students who are interested in an internship should first consult with their 
faculty advisor and then visit the Office of Experiential Education in Goodman 
Hall. 

Honors Program 

All students at Oglethorpe University are encouraged to attain academic and 
personal excellence. The University offers an Honors Program for those students 
who demonstrate the potential to do exceptional scholarly work and who desire to 
further their academic experience at Oglethorpe. The program focuses on the 
practice of scholarship, both in breadth and in depth, and emphasizes effective 
communication of the results of that scholarly activity both to persons within the 
field and outside it. The Honors Program also is intended to foster increased 
interaction between students and faculty with diverse interests but similar dedica- 
tion to academic excellence. 

Academic honors earned through the Honors Program are recognized at com- 
mencement exercises, on the student's diploma, and on the student's transcript of 
grades. 

To meet the goals of the Honors Program, a seven-semester program is orga- 
nized in two phases as indicated in the table below. 



SCHEDULE FOR HONORS PROGRAM 



YEAR 



FALL SEMESTER 



SPRING SEMESTER 



Recruitment/ Application. 
Freshman Social activities. 

Informational activities. 



Seminar led by two faculty from 
disparate disciplines. Graded A-F. 
HON 201. Honors Seminar 1 hour 



Seminar led by two faculty 
Sophomore from disparate disciplines. 
Graded A-F. 
HON 201. Honors Seminar..! hour 



Seminar led by two faculty from 
disparate disciplines. Graded A-F. 

HON 201. Honors Seminar 1 hour 



Development of Honors Project 
Junior prospectus and reading list. 

Initial reading. Attend research 
skills sessions. Graded U/S. 
HON 301. Honors 1 1 hour 



Refinement of prospectus. 

Honors Project Research. Prospectus 

must be approved by select faculty to 

continue. Graded U/S. 

HON 302. Honors II 1 hour 



Project research and preparation 
Senior of initial draft of thesis. Critique 

by reading committee. 
Graded A-F. 
HON 401. Honors III.... 4 hours 



Preparation of final draft of thesis. 
Defense. Presentation of Honors 
work. 

HON 402. Honors IV hours 



Each fall semester informational programs are held to acquaint prospective par- 
ticipants with the features and requirements of the Honors Program. Interested 
students should then apply for admission to the program. A grade-point average of 
3.3 is required to participate in the fjrst seminar. A grade-point average of 3.3 must 



83 



be maintained to continue in the Honors Program. Students may apply for admis- 
sion to the program at any time prior to the fall semester of the junior year. 

The first phase of the program, intended to be taken in the freshman and 
sophomore years, consists of a minimum of two 1-semester hour seminars (HON 
201), each of which considers a topic which might take the form of a proposition, 
question, problem, text, period of time, etc. Seminars have included: Self Refer- 
ence - Artificial Intelligence, Literature and Society, Science and Postmodernism, 
Moderns Confront the Classics: Hobbes and Thucydides, Evolutionary Psychol- 
ogy, Creativity, Politics and Theatre, An Intimate History of Humanity, and Gender 
and Discourse. Two faculty members from disparate disciplines direct each of 
these seminars. The interdisciplinary makeup of the seminar participants will be 
exploited to investigate the seminar topic from many perspectives. Students are 
expected, encouraged, and enabled to take the lead in the seminars. Students carry 
out research relevant to the topic, write extensively in connection with the seminar, 
and make frequent presentations of their findings to the seminar. This phase 
focuses on scholarship in breadth and communication to persons whose interests 
may be outside one's own area of interest and expertise. Students practice and 
refine many of the skills and techniques necessary for the second phase of the 
Honors Program. Note that students who elect to enter the Honors Program later 
in their careers must still take these two seminars at some point. 

The second phase of the Honors Program, in the junior and senior years, 
focuses on scholarship in depth and the effective communication of the results of 
that scholarship to persons in the field of study, as well as those outside it. During 
the fall semester of the junior year, the student secures a thesis supervisor and 
enrolls in HON 301. Honors I. The student must have a 3.3 overall grade-point 
average and a 3.5 grade-point average in the field in which the thesis work is to be 
undertaken. During this semester the student, with the aid of the faculty supervi- 
sor, selects, refines, and begins to research a suitable thesis topic. The student 
develops a preliminary prospectus of the honors project along with any appropri- 
ate reading lists, etc. The student also attends a series of research skills sessions. 
Honors I carries credit of 1-semester hour graded on a satisfactory/unsatisfactory 
basis, with the grade to be determined by the Honors Program Director in consul- 
tation with the faculty supervisor. Satisfactory completion of Honors I is required 
to continue the program. 

In the spring of the junior year the student enrolls in HON 302. Honors II, a 1- 
semester hour credit course, graded on a satisfactory/unsatisfactory basis, in which 
the honors project is further refined and researched. Successful completion of 
Honors II requires the student to submit the Honors Project prospectus and 
related materials to a group of faculty members who will assess the student's 
preparedness to complete the project. Upon successful completion of Honors II, 
the student enrolls in HON 401. Honors III during the fall semester of the senior 
year. This is a 4 semester hour credit course in which research of the thesis topic is 
to be completed. A first draft of the thesis must be submitted to the student's 
reading committee by the end of this semester. The reading committee provides 
the student with feedback, including recommended revisions. The faculty supervi- 
sor in consultation with the reading committee and the Honors Program Director 
determines a letter grade. A minimum grade of "C" is required to enroll in HON 
402. Honors IV. A grade of "I" will not be acceptable for continuation to the last 
semester of the program. 



84 



After successful completion of Honors III, the student enrolls in HON 402. 
Honors IV, a required course which carries no academic credit, during the spring 
semester of the senior year. During this semester the student makes any necessary 
revisions in producing a final draft of the thesis which will be submitted to the 
reading committee. The student also makes an appropriate presentation of the 
honors work to a seminar, class, or meeting of an academic organization, etc. 
Students are encouraged to submit their theses to appropriate compedtions or for 
publication. The final draft of the thesis is presented to the reading committee at 
least one week prior to the end of classes. At the reading committee's discretion the 
student may be asked to make a formal defense of the thesis. The faculty supervi- 
sor, in consultation with the reading committee and the Honors Program Director, 
determines whether Honors is to be awarded by the first day of the final examina- 
tion period. 

HON 201. Honors Seminar 1 hour 

This seminar, led by faculty members from two disparate disciplines, will con- 
sider a question, problem, proposition, text, period of time, project, etc. The focus 
of the seminar will be student research, writing, and presentation. An interdiscipli- 
nary approach will be emphasized. Seminars have included: Self Reference - Arti- 
ficial Intelligence, Literature and Society, Science and Postmodernism, Moderns 
Confront the Classics: Hobbes and Thucydides, Evolutionary Psychology, Creativ- 
ity, Politics and Theatre, An Intimate History of Humanity, and Gender and Dis- 
course. Graded with a letter grade "A-F." Prerequisite: Application and admission 
into the Honors Program. 

HON 301. Honors 1 1 hour 

In this course, with the aid of a faculty supervisor, the student selects and begins 
to research a thesis topic. A preliminary prospectus is developed along with a reading 
list. The student attends a series of research skills sessions. Graded on a satisfac- 
tory/unsatisfactory basis. Prerequisites: Permission of the Honors Program Direc- 
tor, permission of the faculty supervisor, a 3.3 overall grade-point average, and a 3.5 
grade-point average in the field in which the honors research is to be done. 

HON 302. Honors II 1 hour 

In this course the student continues to research in order to refine the prospec- 
tus of the honors project. The prospectus and related materials are submitted to 
a select group of faculty who must approve the student's preparedness to continue 
the program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Satis- 
factory grade in HON 301. 

HON 401. Honors III 4 hours 

Under continued direction of the faculty supervisor, research of the thesis topic 
is completed in this course. Preparation of a first draft is submitted to the student's 
reading committee. Graded with a letter grade "A-F." Prerequisite: Satisfactory 
grade in HON 302. 

HON 402. Honors IV hours 

Revisions are made and a final draft of the thesis is submitted to the student's 
reading committee. A formal defense of the thesis may be scheduled. An appro- 



85 



priate oral presentation of the honors work also will be required in an academic 
setting. Prerequisite: Minimum grade of "C" in HON 401. Grade of "I" for HON 
401 is not acceptable. 

International Exchange Partnerships/ Study 
Abroad 

Oglethorpe University has long recognized the importance of fostering interna- 
tional understanding among its students and faculty. Oglethorpe's commitment to 
internationalism, to the promotion of international understanding, and to the 
creation of an international environment on campus has been greatly enhanced in 
recent years by a series of international exchange agreements with partner institu- 
tions in other countries. These have blossomed into a growing global network of 
contact between the students and faculty of Oglethorpe University and participat- 
ing institutions in Europe, Asia, and South America. 

With agreements for international partnership in place, and with other arrange- 
ments on the horizon, Oglethorpe has developed the beginning of an entire net- 
work of personalized relationships with partners. In 1988, which saw the University's 
first partnership with an institution abroad, there began a propitious year for 
international understanding on the Oglethorpe campus. The opportunity for 
Oglethorpe students to study abroad with their peers in other countries and to 
meet students from these sister institutions on the Oglethorpe campus has added 
a new dimension to the curriculum and life of the University. 

Partner Institutions 



Argentina 


Buenos Aires 




Buenos Aires 


Ecuador 


Quito 


France 


Verdun 




Lille 


Germany 


Dortmund 


Japan 


Tokyo 


Mexico 


Guadalajara 


Monaco 




Netherlands 


The Hague 


Russia 


Moscow 



Universidad de Belgrano 

Universidad del Salvador 

Universidad San Francisco de Quito 

LyceeJ.A. Margueritte 

Universite Catholique de Lille 

Universitat Dortmund 

Seigakuin University 

Instituto Tecnologico y de Estudios 

Superiores de Occidente 

University of Southern Europe 

Haagse Hogeschool 

Moscow State Linguistic University of Russia 



In addition, Oglethorpe students may study abroad at a recognized, accredited 
university or through a program sponsored by an American college or university 
which awards credit from the home institution. Oglethorpe advisors who specialize 
in the international studies field can acquaint students with programs at these 
institutions and with a wide variety of additional overseas study abroad programs. 

Students who wish to apply for financial assistance should contact Oglethorpe's 
Director of Financial Aid early in the pursuit of a study abroad program in order to 
determine available funds for such an experience. 



86 



For additional information contact the Coordinator for International Studies, 
Oglethorpe University, 4484 Peachtree Road N.E., Atlanta, Georgia 30319-2797. 

Rich Foundation Urban Leadership Program 

Oglethorpe University's Rich Foundation Urban Leadership Program challenges 
students to develop their leadership ability throughout their college years, and 
awards the Certificate of Urban Leadership at graduation. Through a balance of 
academic courses, workshops, and various on- and off-campus experiences, it pre- 
pares graduates to meet the challenges of responsible citizenship in local, national 
and international communities. Students gain a broad understanding of leader- 
ship concepts, theories, and applications. They are encouraged to consider their 
education in light of the demands of leadership in their own lives as well as in their 
communities. 

The program takes full advantage of the extraordinary resources of the Atlanta 
metropolitan area. A major economic force in the Southeast, Atlanta is rich with 
exceptional learning opportunities in the realms of politics, business, the arts, 
information technology, entertainment, and community service. Few selective uni- 
versities are able to combine a rigorous liberal arts education with the resources 
and opportunities of a world-class city. 

The following curriculum encompasses the four required courses designed spe- 
cifically for the Rich Foundation Urban Leadership Program 

INT 303. The New American City 4 hours 

The purpose of this course is to examine the problems and prospects of politics 
and policymaking in the new American city and its environs. Consideration will be 
given to the political and sociological significance of a number of the factors that 
characterize this new development, including extremes of wealth and poverty, the 
mix of racial and ethnic groups, and the opportunities and challenges provided by 
progress in transportation and technology. Offered annually. 

INT 304. Community Issues Forum: Principles into Practice 4 hours 

This course is taught as a weekly evening seminar focusing on a particular com- 
munity issue and accompanied by an issue-related, off-campus internship. To- 
gether with community leaders, alumni, and faculty, students analyze issues 
confronting stakeholders, collaborate on solutions, and present findings derived 
from their internship assignments. Students have interned with the state legisla- 
ture, local and state chambers of commerce, community food banks, arts organiza- 
tions, corporations, non-profit organizations, and a number of other community 
groups. Topics covered in previous years include: education, transportation, 
health care, and the environment. Prerequisite: Permission of the instructor. 

BUS 495. Special Topics in Business Administration: Insights into Great 

Leaders in Action - Biographical Analysis 4 hours 

This interdisciplinary course examines the lives and accomplishments of great 
leaders, and is an excellent introduction to the required course work of the Pro- 
gram. Students investigate leadership as one of the central challenges to building 
and sustaining organizations, institutions, and nations. They probe competing 
theories of leadership and evaluate and discuss the experiences and effectiveness 



87 



of great leaders through an in-depth analysis of the biography of each student's 
choice. In addition, students are asked to reflect upon their own leadership poten- 
tial. Prerequisite: Permission of the instructor. 

Urban Leadership Elective 4 hours 

With the approval of the Rich Foundation Urban Leadership Program Director 
and the academic advisor, the student selects an appropriate course to satisfy the 
fourth course requirement of the program. . Ideally, the elective course will be part 
of the student's major or minor, or in an area of vocational interest. The principal 
objective of the elective requirement is to look for intellectual or applied leadership 
in the student's chosen field or profession. 

In addition to the required academic course work, students demonstrate leader- 
ship on and off campus by their participation in University, civic, and community 
endeavors in Adanta. Students attend two annual retreats focusing on leadership 
in urban areas, participate in the Atlanta Exploration Week in January, organize 
campus symposia, and undertake field trips to develop their understanding of 
issues confronting urban regions. At the end of each semester, students submit a 
brief memo to the director detailing their leadership challenges and opportunities 
that semester. In the final semester, students prepare a paper reflecting on their 
leadership experiences during college. The final portfolio contains written work 
drawn from the student's leadership courses and experiences. 

Admission to the Rich Foundation Urban Leadership Program is competitive. 
Students may apply in the freshman, sophomore, or junior year. The director and 
a selection committee evaluate candidates on the basis of commitment to leader- 
ship-related study, the desire for leadership understanding and application, extra- 
curricular participation, academic record, and other experience. 



KM 



The Core 
Curriculum 




History of the Core Curriculum 



"The Oglethorpe Idea," Oglethorpe's first "core curriculum," made its appear- 
ance in the academic year 1944-45. It is thus one of the oldest core programs at a 
liberal arts college in the country. In his explanatory brochure about the new 
program, Oglethorpe President Philip Weltner presented a totally new liberal arts 
curriculum with the twin aims of equipping students to "make a life and make a 
living." One half of each student's college course work was devoted to the common 
intellectual experience of the core, while the other half was devoted to a student's 
major area of study. In outlining his new plan and his philosophy of education, 
President Weltner anticipated some of the ideas featured in General Education in a 
Free Society, Harvard University's 1945 statement stressing an emphasis on liberal 
arts and a core curriculum. 

The idea of a core curriculum was at that time so revolutionary in higher educa- 
tion that news of the Oglethorpe Plan appeared in The New York Times in the spring 
of 1945. Dr. Weltner told The Times: "We are trying to develop keen. ..appreciation 
and understanding. Instead of dividing our courses into separate schools, we are 
giving the students a good liberal and general education which can become the 
basis of hundreds of vocations." 

Dr. Weltner's core curriculum for the Oglethorpe students of the 1940s re- 
flected the concerns of the war era: the core consisted of a series of courses under 
the headings "Citizenship" and "Human Understanding." As the concerns of the 
war era receded and the post-war information explosion ensued, the Oglethorpe 
core underwent extensive revision in the 1960s, its required courses coming to 
resemble much more closely traditional courses in the disciplines. Gradually this 
core came to focus on those courses representing competencies that a well-edu- 
cated generalist ought to have upon graduating from college. 

With the support of a major grant from the National Endowment for the Hu- 
manities, the Oglethorpe core curriculum underwent substantial revision in the 
early 1990s to reflect a new idea about core curriculum and its purpose. Rather 
than an attempt to define what every student should know or a list of basic compe- 
tencies every student should have, the new Oglethorpe core aimed at providing a 
common learning experience for all students. Since the early 1990s the core cur- 
riculum has undergone further scrutiny and refinement. Beginning in 1998, a 
sequence of new interdisciplinary year-long courses were implemented. These 
sequences, which extend over all four years of a student's collegiate career, feature 
the reading of a number of primary texts common to all sections of the courses and 
frequent writing assignments. Each course in the sequence builds upon the body 
of knowledge studied in the previous course. Complementing these sequences are 
courses in the fine arts and in a sign system other than English (i.e., mathematics or 
foreign language). Students are explicitly invited to integrate their core learning 
and to consider knowledge gained from study in the core as they approach study in 
their majors. In developing this curriculum, the faculty has renewed its commit- 
ment to the spirit of Dr. Weltner's original core. He wrote, "We must never for an 
instant forget that education to be true to itself must be a progressive experience 
for the learner, in which interest gives rise to inquiry, inquiry is pursued to mastery, 
and mastery here occasions new interests there." 

As every student's second major, the core continues to urge students to pursue 
links among the various areas of study and to appreciate the value of intellectual 



90 



inquiry. A National Endowment for the Humanities Challenge Grant, which 
Oglethorpe received in 1996, has helped to create an endowment for the core 
curriculum, guaranteeing that faculty have the resources to keep the core vital and 
central to learning at Oglethorpe. As faculty work together through frequent 
conversation about the content and goals of their core courses to provide an 
integrated approach to learning, one is reminded of the pledge Dr. Weltner made 
over half a century ago in outlining the core: "Oglethorpe University insists that the 
object is not to pass a subject; the object is to take and keep it." 

Liberal Education and the Core Curriculum 

Oglethorpe University is committed to providing a comprehensive liberal arts 
education for all of its students. Oglethorpe's purpose is to produce graduates 
who are broadly educated in the fundamental fields of knowledge and who know 
how to integrate knowledge in meaningful ways. The University's core curriculum 
is the clearest expression of this commitment. As an interdisciplinary and common 
learning experience, the core curriculum provides for students throughout their 
academic careers a model for integrating information and gaining knowledge. The 
sequencing of the core courses means that all Oglethorpe students take the same 
core courses at the same point in their college careers, thereby providing an oppor- 
tunity for students to discuss important ideas and texts both inside and outside the 
classroom. In this way, the core curriculum aims to create a community of learners 
at Oglethorpe University. 

Staffed by faculty from a wide variety of disciplines, the program seeks to teach 
students the following aptitudes and skills: 

1. The ability to reason, read, and speak effectively, instilled through frequent 
and rigorous writing assignments and the reading and discussion of pri- 
mary texts. 

2. An understanding as well as a critical appreciation of how knowledge is 
generated and challenged. 

3. The ability to reflect upon and discuss matters fundamental to understand- 
ing who we are and what we ought to be. This includes how we understand 
ourselves as individuals (Core I) and as members of society (Core II), how 
the study of our past informs our sense of who we are as human beings 
(Core III), and the ways in which the practice of science informs us on the 
physical and biological processes influencing human nature (Core IV). 

In addition to the seven integrated and sequenced core courses, Oglethorpe 
University students take two additional courses that have been designed to help 
them develop an appreciation and understanding of fine arts and distinct symbolic 
systems (i.e., mathematics and foreign language). 

The core curriculum provides only a beginning for the investigation of signifi- 
cant questions and issues. The program is designed to foster in students a love of 
learning and a desire to learn, to think, and to act as reflective, responsible beings 
throughout their lives. 



91 



Freshman Year - Core I 

COR 101. Narratives of the Self I 
COR 102. Narratives of the Self II 

Sophomore Year - Core II 

COR 201. Human Nature and the Social Order I 
COR 202. Human Nature and the Social Order II 

Junior Year - Core III 

COR 301. Historical Perspectives on the Social Order I 
COR 302. Historical Perspectives on the Social Order II 

Senior Year - Core IV 

COR 401. Science and Human Nature 



Fine Arts Requirement - One of the following: 
COR 103. Music and Culture 
COR 104. Art and Culture 

Semiotics Requirement - One of the following: 

COR 203. Great Ideas of Modern Mathematics * 

A foreign language course at a minimum level of second semester, first year. 
Please see the respective foreign language course offerings in the Programs of 
Study section in this Bulletin. 

* Note: In order to enroll in this course, a student must first satisfy the Mathemat- 
ics Proficiency Requirement. For a description of this requirement, please 
see the Academic Regulations and Policies section of this Bulletin. 

Students matriculating at Oglethorpe as freshmen may not substitute courses 
taken at other institutions for any of the core sequenced courses. The exception to 
this would be foreign language courses, COR 103, and COR 104. 

COR 101, COR 102. Narratives of the Self I, U 4 plus 4 hours 

The first-year course sequence investigates narratives of the self. Among the 
topics that students will consider are a variety of fictional and philosophical con- 
structions of the self, the relationships of memory to personal identity, and the 
disjunction or harmony between public and private selves. The authors considered 
in the courses may include Homer, Socrates, St. Augustine, Montaigne, Shakespeare, 
Descartes, Cervantes, Emily Bronte, Lao Tsu, Nietzsche, and Morrison. 

COR 103. Music and Culture 4 hours 

The appreciation of music begins with an understanding of the creative process 
as a means of self-expression and the artist's relationship to the world. Using 
primary sources, guest lecturers, and artists, this course examines the styles, trends, 
and developments of Western and international music from early civilizations 
through the 20th century. Study and discussion begin to develop an understanding 
of how music and the cultural arts reflect and affect societal trends and values. 



92 



COR 104. Art and Culture 4 hours 

This course surveys the creative ways that human beings throughout history 
have attempted to depict their relationships to their surroundings. Art is thus 
viewed as a barometer of civilization, a visual, creative response to the intellectual 
and emotional climate of a given moment in history. Students examine present 
ways of understanding themselves and the universe, the evolution of that under- 
standing, and the conflicts involved. Basic artistic principles and concepts also are 
studied in an effort to decide what has artistic value. 

COR 201, COR 202. Human Nature and the Social Order I, II 4 plus 4 hours 

The sophomore course sequence focuses on the relationship between individu- 
als and communities, examining the extent to which the "good life" can be pursued 
within the confines of any social order. These courses investigate issues such as the 
nature of human excellence and virtue, the character of justice, the origins and 
sources of social order, and the status and legitimacy of political power. How can 
we obtain an accurate description of humans as social beings? What is the good 
society, and how may it be realized? Students in this course are invited to become 
more thoughtful, self-conscious, and self-critical members and citizens of the soci- 
ety and polity in which they live. Authors such as Aristotle, Locke, Smith, Tocqueville, 
Marx, and Weber will be read. 

COR 203. Great Ideas of Modern Mathematics 4 hours 

The purpose of this course is to consider the way in which mathematics ad- 
dresses the issues considered in the core and to help students understand and 
appreciate the way of knowing (or, better, the way of thinking) which underlies 
mathematics. The mode of inquiry this course employs in attempting to answer the 
core issues is reason. This is not to be confused with the kind of reasoning used, for 
example, in the natural or social sciences. It is, rather, reason divorced from any- 
thing empirical. As T H. Huxley remarked, "mathematics is that study which knows 
nothing of observation, nothing of experiment, nothing of induction, nothing of 
causation." The course is organized around three or four major mathematical 
ideas that have emerged since the time of Newton. These ideas are drawn from 
such fields as calculus, set theory, number theory, probability theory, modern 
algebra, logic, topology, and non-Euclidean geometry. Prerequisite: MAT 103 with 
a grade of "C-" or higher or by examination. 

COR 301, COR 302. Historical Perspectives 

on the Social Order I, II 4 plus 4 hours 

The junior year sequence constitutes an historical examination of human expe- 
rience in response to some of the themes and issues raised in the first two years of 
the core. Drawing on a variety of perspectives from both the humanities and the 
social sciences, the course strives to reconstruct the histories of significant periods 
in human history. The first semester will focus on the rise and fall of civilizations 
from antiquity through the Renaissance. The second semester will concentrate on 
the problems of modernity, such as the rise of modern state, nationalism, revolu- 
tion, and globalization. Both courses will examinate the ways in which significant 
moments have become essential parts of our historical consciousness, enshrined in 
myth, religion, tradition, culture, and institutions. Through careful analysis of cur- 



93 



rent scholarship and original sources, students will be invited to consider the 
complex relationship between history, cultural traditions, and the social and politi- 
cal institutions derived from them. 

COR 401. Science and Human Nature 4 hours 

The senior year course deals with the way scientific methodologies inform cur- 
rent thinking on the nature of the human organism. Starting from basic genetic and 
psychological understandings, it emphasizes how evolutionary mechanisms may be 
seen as contributing to the origins of uniquely human behaviors. Elements of DNA 
structure as it applies to information storage and transmission, the regulation of 
gene expression and the mechanics of protein synthesis, mutation and its centrality 
in producing variation, sexual reproduction and how the laws of probability apply 
to biological systems, sex determination, "altruistic" behavior, and kin selection are 
among the topics explored. 



94 



Programs of Study 




Degrees 

Oglethorpe University offers six degrees: Bachelor of Arts, Bachelor of Science, 
Bachelor of Arts in Liberal Studies, Bachelor of Business Administration, Master 
of Arts, and Master of Business Administration. The Bachelor of Arts and Bach- 
elor of Science degrees are offered in the traditional undergraduate program. 
(For a discussion of the other four degrees, please see University College at the 
end of this section.) Under certain conditions it is also possible for a student to 
receive a dual degree in art, a dual degree in engineering, a dual degree in environ- 
mental studies, or a degree under the Professional Option. See the Index for the 
sections where these degrees are discussed. 

Major Programs and Requirements 

Completion of a major program is required for all baccalaureate degrees. The 
student's academic advisor assists with the student's selection of a major. The 
student declares the major selected on the course registration form completed 
each semester. Students must have declared a major by the end of the second 
semester of the sophomore year. 

A major is an orderly sequence of courses in: 1) a particular discipline, 2) a 
combination of two disciplines, or 3) a defined interdisciplinary field. A major must 
include a minimum of 32 and a maximum of 64 semester hours of required course 
work, exclusive of all hours used to satisfy core requirements. Exceptions may be 
granted in special circumstances by a vote of the appropriate faculty committee. A 
minimum of 16 semester hours of a major must be in course work taken at Oglethorpe 
University. For teacher education majors, a minimum of 12 hours of education 
courses, in addition to student teaching, must be taken at Oglethorpe. Each major 
must allow for the student's selection of courses, which are not in the discipline(s) 
of the major and not required components of the core curriculum. Each major 
includes a substantial component of advanced courses which have specified pre- 
requisites. A major may require for successful completion a cumulative grade- 
point average in the major field which is higher than the 2.0 cumulative grade-point 
average required for graduation. Alternatively, the requirements for the major 
may state that only courses in which a "C-" or higher grade is received may be used 
in satisfaction of the major's requirements. The student is responsible for ensuring 
the fulfillment of the requirements of the major selected. Specific requirements for 
each of the majors listed below may be found in the respective discipline that 
follows in which the course offerings are described. Please note that no course that 
is counted to fulfill a major requirement for one degree may be used toward the 
requirements of another degree. 

For the Bachelor of Arts degree the following majors are offered: 

American Studies 

Art 

Art - Dual Degree 

Business Administration and Behavioral Science 

Communications 

Economics 



% 



Education - Early Childhood 

Education - Middle Grades 

Education - Secondary Certification in English, Mathematics, Science, and 

Social Studies 
Engineering- Dual Degree 
English 

Environmental Studies - Dual Degree 
French 
History 

Individually Planned Major 
International Studies 

International Studies with Asia Concentration 
Philosophy 
Politics 
Psychology 
Sociology 

Sociology with Social Work Concentration 
Spanish 
For the Bachelor of Science degree the following majors are offered: 
Accounting 
Biology 

Business Administration 

Business Administration and Computer Science 
Chemistry 
Economics 
Mathematics 

Mathematics and Computer Science 
Physics 

Minor Programs and Requirements 

A minor consists of at least 16 semester hours of course work beyond any core 
requirements in that discipline. A minimum of 12 semester hours of a minor must 
be in course work taken at Oglethorpe. For education majors, these requirements 
must be fulfilled before student teaching. 

Minor programs are available in the fields listed below. Specific requirements 
for each minor may be found in the respective discipline that follows in which the 
course offerings are described. 

Minors may be earned in the following: 

Accounting Computer Science 

American Studies Drawing 

Art History Economics 

Biology English 

Business Administration French 

Communications History 

Chemistry Individually Planned Minor 



97 



Japanese Politics 

Japanese Culture Psychology 

Mathematics Sociology 

Music Spanish 

Painting Theatre 

Philosophy Women's and Gender Studies 

Photography Writing 

Physics 



Accounting 



Accounting is the language of business. It is a service activity whose function is 
to provide quantitative information, primarily financial in nature, about economic 
entities that is intended to be useful in making economic decisions. The purpose of 
the major in accounting is to acquaint the student with the sources and uses of 
financial information and to develop the analytical ability necessary to produce and 
interpret such information. The student learns to observe economic activity; to 
select from that activity the events which are relevant to a particular decision; to 
measure the economic consequences of those events in quantitative terms; to record, 
classify, and summarize the resulting data; and to communicate the information in 
various reports and statements to appropriate decision-makers. 

The major in accounting consists of a coherent sequence of accounting and 
other courses which provide the conceptual foundation and basic skills to begin a 
career in accounting in the private sector, to use as an appropriate background for 
such related careers as financial services, computer science, management, indus- 
trial engineering, law and others, or to pursue a fifth year of graduate education. 
The major in accounting will assist in preparation for several qualifying examina- 
tions in accounting and finance such as Certified Public Accountant (CPA), Certi- 
fied Management Accountant (CMA), and Certified Financial Analyst (CFA). 
Accounting provides many attractive career opportunities in public accounting, 
industry, government, and non-profit organizations. It provides an excellent edu- 
cational background for anyone going into business. 

Major 

Students pursuing a Bachelor of Science degree must complete the following 
requirements with a grade of "C-" or higher: 

ACC 230 Financial Accounting 

ACC 231 Managerial Accounting 

ACC 332 Intermediate Accounting I 

ACC 333 Intermediate Accounting II 

ACC 334 Cost and Managerial Accounting 

ACC 335 Income Tax Accounting: Individuals 

ACC 435 Advanced Accounting 

ACC 437 Auditing 

BUS 1 10 Business Law I 

BUS 260 Principles of Management 

BUS 310 Corporate Finance 

BUS 350 Marketing 

BUS 469 Strategic Management 

98 



ECO 121 Introduction to Economics 

ECO 221 Intermediate Microeconomics 

MAT 111 Statistics 

MAT 121 Applied Calculus 
In addition, the student must satisfy the Computer Applications Proficiency 
Requirement. This can be done in one of three ways: 1 ) by assessment of skills with 
the student's academic advisor, 2) by successful completion of Introduction to 
Computer Applications Software, or 3) by successful performance on the com- 
puter proficiency examination. 

Beginning in 1998, new eligibility requirements adopted by the Georgia State 
Board of Accountancy require at least 150 semester hours of college study to 
qualify to take the CPA examination. Included within the content of this minimum 
education standard is the requirement to complete at least 30 semester hours of 
accounting courses beyond Financial Accounting and Managerial Accounting and 
at least 24 semester hours of education in business administration. For those 
students whose objective is to qualify to take the CPA examination, it is recom- 
mended that the following courses be included in these additional required semes- 
ter hours: 

ACC 336 Income Tax Accounting: Corporations, Partnerships, 
Estates, and Trusts 

ACC 436 Accounting Control Systems 

ACC 438 Accounting Theory 

BUS 111 Business Law II 

Minor 

Students desiring to minor in accounting must complete five courses: Financial 
Accounting and Managerial Accounting, and three of any of the following with a 
grade of "C-" or higher: 

ACC 332 Intermediate Accounting I 

ACC 333 Intermediate Accounting II 

ACC 334 Cost and Managerial Accounting 

ACC 335 Income Tax Accounting: Individuals 

ACC 435 Advanced Accounting 

ACC 230. Financial Accounting 4 hours 

This course is a study of generally accepted accounting principles (GAAP) and 
other accounting concepts with emphasis on their application in the financial state- 
ments of business enterprises. The measurement and reporting of assets, liabili- 
ties, and owners' equity is stressed, along with the related measurement and 
reporting of revenue, expense, and cash flow. Prerequisite: Sophomore standing 
or above or approval by the Director of the Accounting Program. 

ACC 231. Managerial Accounting 4 hours 

This course is a study of the use of accounting information by managers and 
decision makers within an economic enterprise. Cost analysis for purposes of plan- 
ning and control is emphasized. Prerequisite: ACC 230. 

ACC 332. Intermediate Accounting 1 4 hours 

This course covers financial accounting topics at an intermediate level. The 



99 



topics covered are similar to Financial Accounting, but in greater depth. The stan- 
dards promulgated by the Financial Accounting Standards Board are considered 
and evaluated. The theoretical foundations of accounting are emphasized. Prereq- 
uisite: ACC 231. 

ACC 333. Intermediate Accounting II 4 hours 

This is a continuation of Intermediate Accounting I with emphasis on advanced 
topics such as capitalized leases, pension costs, inter-period income tax allocation 
and accounting changes. Prerequisite: ACC 332. 

ACC 334. Cost and Managerial Accounting 4 hours 

This course provides an introduction to the financial information required for 
the managerial activities of planning, directing operational activities, control, and 
decision making. The course includes the study of the analytical techniques and 
methodologies used to generate accounting information and the managerial use of 
accounting information. The topics include cost behavior and estimation, costing 
of products and services, cost-volume-profit analysis, budgeting, relevant cost analy- 
sis, performance evaluation, and pricing decisions. Prerequisite: ACC 231. 

ACC 335. Income Tax Accounting: Individuals 4 hours 

This course provides an overview of the federal income tax system primarily as 
it relates to individuals. The study of the federal tax law provides the necessary tax 
background for a variety of accounting, financial, and managerial careers. Prereq- 
uisite: ACC 231. 

ACC 336. Income Tax Accounting: Corporations, Partnerships, 

Estates, and Trusts 4 hours 

This course is a study of the federal income tax laws and related accounting 
problems of corporations and partnerships, with some consideration of estates 
and trusts. Consideration will be given to the role of taxation in business planning 
and decision making and the interrelationships and differences between financial 
accounting and tax accounting. Prerequisite: ACC 335. 

ACC 433. Independent Study in Accounting 1-4 hours 

Supervised research on a selected topic in accounting. Prerequisite: Permission 
of the instructor. 

ACC 434. Internship in Accounting 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at 
PricewaterhouseCoopers, Arthur Andersen, Ernst & Young, Georgia Pacific, and 
Miller, Ray, and Houser. Graded on a satisfactory/unsatisfactory basis. Prerequi- 
sites: Permission of the faculty supervisor and qualification for the internship 
program. 



100 



ACC 435. Advanced Accounting 4 hours 

This course is a study of business combinations and the related problems of 
consolidating the financial statements of affiliated corporations. The accounting 
problems related to international business are also covered and governmental 
accounting is introduced. Prerequisite: ACC 333. 

ACC 436. Accounting Control Systems 4 hours 

This course is an in-depth study of the application of information systems con- 
cepts to the accounting environment. Emphasis is on the processing of data in a 
computerized environment as well as the controls that are necessary to assure 
accuracy and reliability of the data processed by an accounting system. Practical 
implications of accounting information system design and implementation will be 
investigated through the use of cases and projects. Prerequisites: ACC 231 and 
CSC 140 or CSC 241 or CSC 242. 

ACC 437. Auditing 4 hours 

This course is a study of auditing standards and procedures, including the use 
of statistical and other quantitative techniques, and preparation of audit working 
papers, reports, and financial statements. Emphasis is placed upon the criteria for 
the establishment of internal controls and the effect of these controls on examina- 
tions and reports. Prerequisites: ACC 333 and MAT 111. 

ACC 438. Accounting Theory 4 hours 

This course covers the principles and concepts of accounting at an advanced 
theoretical level. The emphasis is on critical analysis of the ideas on which account- 
ing practice is based along with an appreciation for the intellectual foundations for 
those ideas. Prerequisite: ACC 333. 

ACC 439. Special Topics in Accounting 4 hours 

An intense study of diverse accounting topics under the direct supervision of an 
accounting faculty member. Prerequisite: Permission of the instructor. 

Allied Health Studies 

Students who plan to attend professional schools of nursing, physical therapy, 
medical technology, or other allied health fields should plan their programs at 
Oglethorpe with the assistance of the faculty member serving as the Allied Health 
Advisor. The name of this advisor can be obtained at the Registrar's Office. 

In allied health fields, successful completion of the program in an accredited 
professional school and a minimum of 64 semester hours credit earned at 
Oglethorpe are required to earn the Bachelor of Arts degree with an individually 
planned major. (See the description of the individually planned major below.) 

American Studies 

The interdisciplinary major in American studies is designed to provide students 
with the opportunity to develop a systematic and in-depth understanding of Ameri- 
can culture. By combining American studies courses and courses from relevant 



101 



ENG 


303 


HIS 


230 


HIS 


231 


HIS 


331 


SOC 


202 



disciplines (history, literature, the arts, economics, and the social sciences), stu- 
dents may explore the relationships of diverse aspects of American life. Students 
also are able to pursue their special interests within American culture by develop- 
ing an "area of concentration" that provides a specific focus for much of the work 
completed in fulfillment of major requirements. 

In addition to introducing students to the field of American studies, the major 
is designed to help students refine their fundamental intellectual skills, especially 
their writing and speaking skills. Skills of this sort will serve the student well long 
after many specific facts, postulates, and theories have been forgotten. In short, as 
is consistent with Oglethorpe's stated institutional purpose, the American studies 
program seeks to prepare humane generalists - individuals who possess those 
basic qualities so necessary for leadership in a rapidly changing world. The degree 
awarded is the Bachelor of Arts. 

Major 

Requirements of the major include completion of the following six courses: 
ECO 223 United States Economic History 

American Poetry 

United States History to 1865 

United States History Since 1865 

The Age of Affluence: The United States Since 1945 

The American Experience (to be taken in the freshman 
or sophomore year) 
Completion of five of the following courses also is required: 
COM 340 Business and Technical Communications 

Money and Banking 

Labor Economics 

Public Finance 

Introduction to Education 

Special Topics in Major British and American Authors 

The American Civil War and Reconstruction 

United States Diplomatic History 

The New American City 

Constitutional Law 

American Political Parties 

United States Foreign Policy 

The Family 

Minor 

Requirements for the minor include completion of The American Experience 
(to be taken in the freshman or sophomore year) and three of the following five 
courses: 

United States Economic History 

American Poetry 

United States History to 1865 

United States History Since 1865 

The Age of Affluence: The United States Since 1945 



102 



ECO 


421 


ECO 


422 


ECO 


425 


EDU 


101 


ENG 


314 


HIS 


430 


HIS 


431 


INT 


303 


POL 


201 


POL 


302 


POL 


311 


SOC 


201 



ECO 


223 


ENG 


303 


HIS 


230 


HIS 


231 


HIS 


331 



Art 

In keeping with the concept of the liberal arts education the art department's 
curriculum is designed to give students the tools needed to express themselves, 
think clearly, and help find their places in the world. The curriculum is unique in 
the southeast for its emphasis on mastering the concepts and skills necessary to 
draw, paint, and sculpt the human figure. Color theory, perspective, anatomy, and 
art history are integrated to this goal. In addition, students are exposed to a wide 
range of mediums, including drawing, painting, printmaking, sculpture, and pho- 
tography. 

This singular combination of courses makes the art major extremely valuable. 
While students are learning to become proficient in art history, they are also re- 
quired to become proficient in studio. This puts an unusual demand on students 
in two different areas of their intuitive and analytical thinking. They are asked to 
perform and comprehend right- and left-brain activities and to use a wide range of 
knowledge and experiences. 

The wide range of courses, as mentioned above, is open at the introductory 
level to all students regardless of major or minor. Introductory-level courses em- 
phasize the development of perception (learning to see); cognitive skills (applica- 
tion of theories to visual phenomena); a sense of aesthetics (organization of the 
parts for the larger whole); and technical skills (facility in manipulating tools). 

Many courses are offered at the intermediate and advanced levels as well, in 
some cases under the "Special Topics" heading. Intermediate-level courses build 
upon introductory-level course material, undertaking more complex thought pro- 
cesses and approaches, while advanced-level courses emphasize individual inquiry 
and original thinking. 

Major 

Requirements for the major in art include two drawing courses; three painting 
courses; Anatomy For the Artist and Figure Drawing; Introduction to Photogra- 
phy; Modern Art History; a sculpture or printmaking course; and one other upper- 
level art history course. The degree awarded is the Bachelor of Arts. 

The Scientific Illustration Track with Biological Science Emphasis and the Scien- 
tific Illustration Track with Physical Science Emphasis are two programs which 
enable the student to combine art major requirements and specific science courses. 
These programs fulfill admission requirements for graduate school programs in 
medical and scientific illustration. A master's degree is necessary to qualify for 
employment in these areas. The degree awarded is the Bachelor of Arts. 

Minor 

The art minor has several concentrations: 

For a minor in painting, a student must take two painting courses, one drawing, 
one art history, and one photography course. 

For a minor in drawing, a student must take two drawing courses, one painting, 
one art history, and one photography course. 

For a minor in photography, a student must take two photography courses, one 
drawing, one painting, and one art history course. 

For a minor in art history, a student must take three art history courses, one 
photography, and one drawing course or painting course. 



103 



ART 101. Introduction to Drawing 4 hours 

Studio exercises, in-studio lectures, outside assignments, and critiques are de- 
signed to develop a basic understanding of drawing. Projects will be designed to 
explore concepts and theories of drawing and to develop the bridge between ob- 
servation and creating an image, including drawing in line, light and dark, and 
perspective. 

ART 102. Introduction to Painting 4 hours 

Studio exercises, lectures, critiques, and outside assignments are designed to lay 
a firm foundation for the student's understanding of the medium of oil painting. 
Color mixing, composition, materials and techniques, and how to describe forms 
convincingly will be included. 

ART 103. Introduction to Figure Sculpture 4 hours 

Working from the life model, students will convey their understanding of the 
human form in clay. Planar structure, volume, proportion, and major anatomical 
landmarks will be covered. 

ART 109. Introduction to Photography 4 hours 

Laboratory exercises, in-class lectures, critiques and assignments are designed 
to develop an understanding of all aspects of photography, including composition 
and self expression. Emphasis will be on development of technical skills and a 
personal direction in photography. Prerequisite: A fully manual camera - to be 
brought to the first class meeting. 

ART 1 10. Ways of Seeing 4 hours 

This course systematically breaks down the vocabularies of art to their compo- 
nent elements, studying how these elements work together to form visual lan- 
guage. Problems in color and composition will be undertaken in a variety of media, 
including ink, acrylic, and photography. 

ART 111. Anatomy For the Artist and Figure Drawing 4 hours 

This course focuses on both the scientific and the aesthetic exploration of the 
human body. Drawing from the life model, students will study form and function of 
the skeletal and muscular systems, along with proportion and surface landmarks. 
A variety of approaches to drawing and drawing materials will be covered. 

ART 201. Intermediate Drawing 4 hours 

This course explores drawing as a tool for perception and a means of self- 
expression. Students will undertake advanced problems in drawing which build 
upon concepts and techniques covered in Introduction to Drawing. These include 
problems involving the surface of the picture plane and the ground plane, arrange- 
ments of elements in static and dynamic compositions and value pattern. Prerequi- 
site: ART 101 or ART 111. 

ART 202. Intermediate Painting 4 hours 

This course will focus upon the conceptual, technical, and aesthetic tools which 
were covered in Introduction to Painting. Students will build upon experiences and 
undertake more complex formal and personal issues in their paintings. Imagery, 



104 



representation, abstraction, expressionism, and narration will be explored as stu- 
dents begin to pursue individual direction in their own work. Prerequisite: ART 102. 

ART 203. Intermediate Figure Sculpture 4 hours 

Working from the life model, this level of sculpture builds upon conceptual and 
perceptual skills honed in Introduction to Figure Sculpture. Students are expected 
to approach sculpting the human form from a variety of aesthetic points of view, 
including realism, abstraction, and expressionism. Prerequisite: ART 103. 

ART 205. Special Topics in Studio 4 hours 

Studio exercises, in-studio lectures, outside assignments, and critiques are de- 
signed to develop a basic understanding of various media, including printmaking 
and various specialties of artists-in-residence. 

ART 251. Special Topics in Art History 4 hours 

An in-depth analysis of specific historical art periods will stress how major 
artists and trends were influenced by their times. Discussion of important events 
and ideas of significant individuals of the period will serve to provide the necessary 
background for a thorough comprehension of social and intellectual sources of 
art. Prerequisite: COR 104. 

ART 302. Advanced Painting 4 hours 

In this course personal direction is emphasized. Through art historical refer- 
ences and group discussion, students will be guided to set parameters for indi- 
vidual inquiry. Each student will be expected to develop ideas and themes in a 
cohesive body of paintings. Prerequisites: ART 102 and ART 202. 

ART 305. Advanced Special Topics in Studio 4 hours 

This is an advanced level of Special Topics in Studio such as sculpture, photogra- 
phy, drawing, printmaking, etc. Prerequisite: ART 205. 

ART 350. Modern Art History 4 hours 

An in-depth analysis of the art of the 19th and 20th centuries, stressing how 
major trends and major artists were influenced by their times, this course will begin 
with the advent of the Industrial Revolution and continue to the present. It will 
focus on the art and ideas of Ingres, Manet, Monet, Van Gogh, Gauguin, Cezanne, 
Picasso, Matisse, Dali, and Warhol. Prerequisite: COR 104. 

ART 410. Internship in Art 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at the High 
Museum of Art, Nexus Contemporary Art Center, Atlanta International Museum, 



105 



and Vespermann Gallery. Graded on a satisfactory/unsatisfactory basis. Prerequi- 
sites: Permission of the faculty supervisor and qualification for the internship 
program. 



Art - Dual Degree 



Students seeking a broadly based educational experience involving the types of 
programs generally found at a college of arts and sciences as well as the specialized 
training offered by a professional college may wish to consider the dual degree 
program in art. Oglethorpe University and The Atlanta College of Art offer a joint 
program for students interested in a career in the visual arts. The dual degree 
program requires enrollment at Oglethorpe for two years followed by enrollment 
at The Atlanta College of Art for another two years and one summer. 

The student is required to complete Fresh Focus, all of the core curriculum at 
Oglethorpe (including Art and Culture), and three courses in studio electives. 
Upon successful completion of these courses, the student enrolls at The Atlanta 
College of Art and completes 75 credit hours in studio and art history courses. 
Placement in studio courses is dependent on a portfolio review. 

Upon completion of the joint program, the student receives the degree of 
Bachelor of Arts from Oglethorpe and the degree of Bachelor of Fine Arts from 
The Atlanta College of Art. Students participating in the dual degree program 
must meet the entrance requirements of both institutions. Dual degree students 
are advised at Oglethorpe by a faculty member in the field of visual arts. 
Note: Dual-degree students in art may not use Oglethorpe financial aid 
assistance to attend other institutions. 



Biology 



The curriculum in biology provides a foundation in both classical and contem- 
porary biological concepts and prepares the student for continuing intellectual 
growth and professional development in the life sciences. These goals are achieved 
through completion of a set of courses that provide a comprehensive background 
in basic scientific concepts through lectures, discussions, writing, and laboratory 
work. The program supplies the appropriate background for employment in re- 
search institutions, industry, and government; the curriculum also prepares stu- 
dents for graduate school and for professional schools of medicine, dentistry, 
veterinary medicine, and the like. Students planning to attend graduate or profes- 
sional schools should recognize that admission to such schools is often highly 
competitive. Completion of a biology major does not ensure admission to these 
schools. 

A grade of "C-" or higher must be obtained in each freshman- and sophomore- 
level science or mathematics course that is required for this major or minor; these 
courses are numbered 100 through 300 in each discipline. A grade-point average of 
2.0 or higher is required in all courses required for the major. 

Students who are interested in medical illustration are encouraged to consider 
the Scientific Illustration Tracks that are offered within the art major which is 
described above. 



106 



Major 

The requirements for a major in biology are as follows: in sequence, General 
Biology I and II, Genetics, Microbiology, Comparative Vertebrate Anatomy, Hu- 
man Physiology, plus three additional directed biology courses; General Chemistry 
I and II (with laboratories), Organic Chemistry I (with laboratory), either Organic 
Chemistry II (with laboratory) or Elementary Quantitative Analysis (with labora- 
tory); General Physics I and II; Statistics; and three semester hours of Science 
Seminar. The degree awarded is the Bachelor of Science. 

Minor 

The requirements for a minor in biology are General Biology I and II, Genetics, 
and Microbiology. Students minoring in biology are not exempt from the prerequi- 
sites for the biology courses and thus also will complete General Chemistry I and II 
(with laboratories) and Organic Chemistry I (with laboratory and either Organic 
Chemistry II (with laboratory) or Elementary Quantitative Analysis (with labora- 
tory). 

BIO 101, BIO 102. General Biology I, II 4 plus 4 hours 

An introduction to modern biology, these courses include the basic principles 
of plant and animal biology, with emphasis on structure, function, evolutionary 
relationships, ecology, and behavior. Lectures and laboratory. Prerequisite: BIO 
101 must precede BIO 102 and it is recommended that the courses be completed in 
consecutive semesters. Students who are majoring in biology must earn a grade of 
"C-" or higher in BIO 101 before taking BIO 102. 

BIO 201. Genetics 4 hours 

An introduction to the study of inheritance. The classical patterns of Mendelian 
inheritance are related to modern molecular genetics and to the control of metabo- 
lism and development. Prerequisites or corequisites: BIO 102, CHM 102, CHM 
201. A grade of "C-" or higher must be earned in each of the prerequisite courses. 

BIO 202. Microbiology 4 hours 

An introduction to the biology of viruses, bacteria, algae, and fungi. Consider- 
ation is given to phylogenetic relationships, taxonomy, physiology, and economic or 
pathogenic significance of each group. Lecture and laboratory. Prerequisites: BIO 
201 and CHM 201 with a grade of "C-" or higher in each course. 

BIO 301. Comparative Vertebrate Anatomy 4 hours 

An intensive study of the structural aspects of selected vertebrate types. These 
organisms are studied in relation to their evolution and development. The labora- 
tory involves detailed examination of representative vertebrate specimens. Prereq- 
uisites: BIO 202 and CHM 201. A grade of "C-" or higher must be earned in each of 
the prerequisite courses. 

BIO 302. Human Physiology 4 hours 

A detailed analysis of human functions that deals primarily with the interactions 
involved in the operation of complex human systems. Lecture and laboratory. 
Prerequisites: PHY 101, CHM 201, and BIO 301. A grade of "C- M or higher must be 
earned in each of the prerequisite courses. 



107 



BIO 310. Special Topics in Biology 1-4 hours 

Advanced course and laboratory work, including independent studies, in vari- 
ous areas of biology. Approval by the student's faculty advisor and the chairperson 
of the department is required for off-campus activities. Prerequisite: Permission of 
the instructor. 

BIO 313. Embryology 4 hours 

A course dealing with the developmental biology of animals. Classical observa- 
tions are considered along with more recent experimental embryology in the frame- 
work of an analysis of development. In the laboratory, living and prepared examples 
of developing systems in representative invertebrates and vertebrates are consid- 
ered. Prerequisites: BIO 202 and CHM 201. A grade of "C-" or higher must be 
earned in each of the prerequisite courses. 

BIO 316. Cell Biology 4 hours 

An in-depth consideration of cell ultrastructure and the molecular mechanisms 
of cell physiology. Techniques involving the culturing and preparation of cells and 
tissues for experimental examination are carried out in the laboratory. Prerequi- 
sites: BIO 202 and CHM 201. A grade of "C-" or higher must be earned in each of 
the prerequisite courses. 

BIO 326. Vascular Plants 4 hours 

The biology of vascular plants is considered at levels of organization ranging 
from the molecular through the ecological. Studies of anatomy and morphology 
are pursued in the laboratory, and an independent project concerning plant hor- 
mones is required. Offered spring semester of even-numbered years. Prerequi- 
sites: BIO 202 and CHM 201. A grade of "C-" or higher must be earned in each of 
the prerequisite courses. 

BIO 413. Biochemistry 4 hours 

An introduction to the chemistry of living systems, this course will investigate 
the synthesis, degradation, and functions of various molecules within living organ- 
isms. Central metabolic pathways and enzyme reaction mechanisms also will be 
studied. Lecture and laboratory. Prerequisites: BIO 102 and CHM 201 with a grade 
of "C-" or higher in each course; recommended prerequisite: CHM 310. 

BIO 414. Molecular Biology and Biotechnology 4 hours 

This course is an introduction to the theory and practice of molecular bio- 
science. Topics covered include the principles and processes of molecular biology, 
DNA isolation and characterization, restriction enzyme analysis, cloning, construc- 
tion and selection of recombinants made in vitro and preparation and analysis of 
gene libraries. Prerequisites: BIO 202, CHM 201, and BIO 413. 

BIO 416. Evolution 4 hours 

A course dealing with the various biological disciplines and their meaning in an 
evolutionary context. Also, a consideration of evolutionary mechanisms and the 
various theories concerning them. Prerequisites: BIO 202, and CHM 201. A grade 
of "C-" or higher must be earned in each of the prerequisite courses. 



108 



BIO 423. Ecology 4 hours 

A course dealing with the relationships between individual organisms and their 
environments. The emphasis is on the development of populations and interac- 
tions between populations and their physical surroundings. Lecture and labora- 
tory. Offered spring semester of odd-numbered years. Prerequisites: BIO 202 and 
CHM 201. A grade of "C-" or higher must be earned in each of the prerequisite 
courses. 

Business Administration 

The business administration curriculum is designed to prepare students for 
careers as business leaders who will earn their livelihoods by discerning and satisfy- 
ing people's wants and needs. Success in this endeavor requires 1) the ability to 
think independently, 2) knowledge of business terminology and business institu- 
tions, both domestic and international, and 3) communication skills. The ability to 
think independently is enhanced through study of the courses in the core curricu- 
lum. Courses in economics and the functional areas of business administration 
introduce the student to business institutions, terminology, and methods of in- 
quiry. Most business administration and economics courses have a communica- 
tions component. These courses and the capstone course in Strategic Management 
provide opportunity to develop and enhance thinking and communication skills. 

The program in business administration is also designed to give graduates a 
solid foundation in the concepts and analysis of business functional areas that will 
be needed for graduate study. Many graduates of this program go on to receive a 
Master of Business Administration degree or a master's degree in a specific busi- 
ness area. 

In addition to preparing students for business careers and graduate school, the 
program in business administration is valuable preparation for other careers. Stu- 
dents learn administrative skills and methods of inquiry that are applicable in 
governmental and non-profit organizations. Since much legal practice involves busi- 
nesses and a knowledge of business terminology and institutions, this major is an 
excellent background for the study and practice of law. 

Major 

Students pursuing a Bachelor of Science degree must complete the following 
requirements with a grade of "C-" or higher: 
ACC 230 Financial Accounting 

Managerial Accounting 

Management Science 

Principles of Management 

Corporate Finance 

Marketing 

Strategic Management 

Introduction to Economics 

Intermediate Microeconomics 

Intermediate Macroeconomics 

Statistics 

Applied Calculus 



109 



ACC 


231 


BUS 


219 


BUS 


260 


BUS 


310 


BUS 


350 


BUS 


469 


ECO 


121 


ECO 


221 


ECO 


222 


MAT 


111 


MAT 


121 



In addition, the student must satisfy the Computer Applications Proficiency 
Requirement. This can be done in one of three ways: 1 ) by assessment of skills with 
the student's academic advisor, 2) by successful completion of Introduction to 
Computer Applications Software, or 3) by successful performance on the com- 
puter proficiency examination. 

Finally, three additional advanced level courses must be successfully completed 
at the 300 or 400 level in accounting, business administration, economics, and/or 
computer science. These courses may be taken in a specific functional area as a 
concentration or taken in different areas. 

A concentration may be earned in the areas of finance, international business 
studies, management, or marketing. Each concentration requires that the student 
take at least nine credit hours of course work at the 300, 400, or MBA level in that 
area. For a course to be included as part of a student's concentration, it must be 
approved by the student's advisor. 

Students who wish to take MBA-level courses as part of their concentration 
must have 1) at least junior standing, 2) a cumulative grade-point average of 2.8, 
and 3) written permission from the MBA director. In addition, there must be 
sufficient space availability for undergraduate students. A student may take no 
more than six credit hours of the concentration at the MBA level. 

Minor 

A minor in business administration is designed to provide the student with an 
elementary foundation in the major disciplines within business administration. It is 
a useful minor for students who wish to prepare for an entry-level position in 
business while pursuing another major outside of business administration. It is 
also useful for those who wish to continue work after graduation toward a Master 
of Business Administration degree at Oglethorpe or elsewhere. The requirements 
for a minor are the successful completion with a grade of "C-" or higher in each of 
the following courses: 

ACC 230 Financial Accounting 

ACC 231 Managerial Accounting 

BUS 260 Principles of Management 

BUS 310 Corporate Finance 

BUS 350 Marketing 

ECO 121 Introduction to Economics 

BUS 1 10. Business Law 1 4 hours 

This course is designed to give the student an awareness of a limited area of 
those aspects of the law which will be needed in day-to-day dealings with the prob- 
lems of business. Special emphasis is placed upon the law of contracts, negotiable 
instruments, agency, and a study of the Uniform Commercial Code as it applies. 

BUS 111. Business Law II 4 hours 

This course is a study of partnerships, corporations, sales, bailments, security 
devices, property, bankruptcy, and trade infringements. Prerequisite: BUS 1 10. 

BUS 219. Management Science 4 hours 

An introduction to operations research, model building, optimization, linear 
programming, inventory models, and simulation. Major techniques and models of 



110 



quantitative analysis as applied to business are studied. Prerequisites: CSC 240 or 
CSC 241 or CSC 242, MAT 111, and MAT 121. 

BUS 260. Principles of Management 4 hours 

This course is an introduction to the principles of management and administra- 
tion. It includes the study of leadership, conflict resolution, decision making, and 
the general functions of management in large and small organizations. Students 
will use computers extensively to do active research, and will learn spreadsheet and 
graphical tools to aid in the development of their decision-making skills. 

BUS 310. Corporate Finance 4 hours 

This course is a study of the basic principles of organizational finance and its 
relation to other aspects of business management and to the economic environ- 
ment within which the firm operates. Attention is given to basic financial concepts, 
techniques of financial analysis, sources of funding, asset management, capital 
budgeting, capital structure, cost of capital, time value of money, and financial 
decision making under conditions of uncertainty. Prerequisites: ACC 231, ECO 
121, and MAT 111. 

BUS 350. Marketing 4 hours 

This course is concerned with the policies and problems involved in the opera- 
tion of market institutions. It will examine broad principles and concepts involved 
in the operation of market planning, market segmentation, consumer behavior, 
and product management, pricing, distribution, and promotion of goods and ser- 
vices. Aspects of global marketing, current marketing topics, and ethical and social 
responsibility issues in marketing are addressed. Prerequisites: ACC 231 and ECO 
121. 

BUS 352. Marketing Communications 4 hours 

Principles, concepts, and practices relating to the various kinds of communica- 
tions employed to disseminate information about products and services to poten- 
tial buyers are topics in this course. Communication methods to be studied include 
advertising, personal selling, sales promotion, and public relations. The behavioral 
aspects of both messages and media will be explored. Prerequisite: BUS 350. 

BUS 362. Human Resources Management 4 hours 

In this course students will explore the perspectives and challenges of Human 
Resources Management within the context of the emerging global economy. The 
class will look at traditional HRM topics such as selection and compensation and 
also at how students can manage their own human resource potential. Prerequi- 
site: Bus 260. 

BUS 370. International Business 4 hours 

This course is designed to acquaint the student with the problems encountered 
in conducting business outside one's own country and to provide a basis for evalu- 
ating the impact on business activities of changing economic, political, and cultural 
factors. Cases will be used throughout the course to give the student experience 
with the problems and advantages of doing business across national frontiers. A 
cultural diversity simulation game also will be used. Prerequisite: BUS 260. 



Ill 



BUS 410. Advanced Corporate Finance 4 hours 

As a continuation of Corporate Finance, topics in this course will include capital 
budgeting, intermediate and long-term funding, current asset management, work- 
ing capital management, and dividend policy. Case studies will be used to empha- 
size actual business situations and to focus on the comprehensive financial 
management of the firm. Prerequisite: BUS 310. 

BUS 411. Investments 4 hours 

An introduction to the environment in which investment decisions are made. 
Topics explored will include efficient markets, the capital asset pricing model, term 
structure of interest rates, risk versus return, and performance measures. Al- 
though the emphasis will be on stocks and bonds, other investments will be dis- 
cussed. Prerequisite: BUS 310. 

BUS 456. Marketing Research 4 hours 

This course is designed to explore topics such as the types of research, the 
research process, research design, sampling procedures, data collection methods, 
data analysis, and preparation and presentation of research findings. A research 
project and presentation of findings is usually required in the course. Prerequi- 
sites: BUS 350, CSC 140 or equivalent, and MAT 111. 

BUS 461. Total Quality Management 4 hours 

This course will explore major systematic approaches to Total Quality Manage- 
ment. Students will examine quality management from a "profound knowledge" 
perspective (Deming, Pirsig, Goldratt), and will learn how to understand quality as 
a concept for achieving effective management within a firm, and in one's own life. 
Prerequisites: BUS 260 and MAT 111. 

BUS 469. Strategic Management 4 hours 

This course is the capstone integration course for the business program. Stu- 
dents learn integrative thinking skills and strategic management tools through 
both the reading of conceptual work and the extensive use of the case studies. 
Prerequisites: BUS 260, BUS 310, and BUS 350. 

BUS 490. Internship in Business Administration 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at Office 
Depot, the Metro Atlanta Chamber of Commerce, SunTrust Bank and the Atlanta 
Thrashers. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permis- 
sion of the faculty supervisor and qualification for the internship program. 

BUS 494. Independent Study in Business Administration 1-4 hours 

Supervised research on a selected topic in business administration. Prerequi- 
site: Permission of the instructor. 



112 



BUS 495. Special Topics in Business Administration 4 hours 

An intense study of diverse business topics under the direct supervision of a 
business administration faculty member. Prerequisite: Permission of the instructor. 

Business Administration and Behavioral Science 

The interdisciplinary major in business administration and behavioral science 
provides students with the knowledge and skills of the behavioral sciences as they 
may be applied in the business world. The major helps to prepare students for 
careers in business, especially those related to human resources, or institutional 
administration such as hospitals. In addition, it is a useful major for continuing 
graduate study in business administration or applied psychology. 

The major consists of eight required courses and four directed electives. The 
four directed electives should be selected carefully with the assistance of a faculty 
advisor and must be divided evenly between business administration courses and 
courses in behavioral sciences. A grade of "C-" or higher in each course in the 
major is required for completion of this major. The degree awarded is the Bachelor 
of Arts. 

Requirements of the major include completion of the following courses: 

ACC 230 Financial Accounting 

ACC 231 Managerial Accounting 

BUS 260 Principles of Management 

BUS 350 Marketing 

MAT 111 Statistics 

PSY 204 Social Psychology 

PSY 303 Psychological Testing 

SOC 302 The Sociology of Work and Occupations 
Two of the following behavioral science courses: 

PSY 202 Organizational Psychology 

PSY 203 Learning and Conditioning 

PSY 205 Theories of Personality 

PSY 301 Introduction to Quantitative Research Methods 

PSY 304 Psychology of Leadership 

SOC 301 Research Design for Social Scientists 

SOC 308 Culture and Society 
Two of the following business administration courses: 

BUS 110 Business Law I 

BUS 219 Management Science 

BUS 310 Corporate Finance 

BUS 352 Marketing Communications 

BUS 362 Human Resources Management 

BUS 456 Marketing Research 

BUS 461 Total Quality Management 

BUS 495 Special Topics in Business Administration: Entrepreneurship 
and Innovation 

ECO 221 Intermediate Microeconomics 

ECO 222 Intermediate Macroeconomics 

ECO 422 Labor Economics 



113 



In addition, the student must satisfy the Computer Applications Proficiency 
Requirement. This can be done in one of three ways: 1 ) by assessment of skills with 
the student's academic advisor, 2) by successful completion of Introduction to 
Computer Applications Software, or 3) by successful performance on the com- 
puter proficiency examination. 

Business Administration and Computer Science 

The administration of business involves the collection, storage, analysis, and 
reporting of large volumes of financial as well as non-financial data. By combining 
courses in business administration and computer science, this interdisciplinary 
major acquaints students with the ways in which computer systems can assist in 
carrying out the accounting, finance, marketing, and management functions of 
business. An additional aim is to encourage innovative approaches to administra- 
tion that would be impractical without the computational capacity of the computer. 
The interdisciplinary major in business administration and computer science 
requires the completion of 1 1 specific courses plus three directed electives with a 
grade of "C-" or higher in each course. In addition, the student must satisfy the 
Computer Applications Proficiency Requirement. This can be done in one of three 
ways: 1) by assessment of skills with the student's academic advisor, 2) by successful 
completion of Introduction to Computer Applications Software, or 3) by successful 
performance on the computer proficiency examination. The degree awarded is the 
Bachelor of Science. 

Requirements of the major include completion of the following courses: 
MAT 121 Applied Calculus 
MAT 111 Statistics 
ECO 121 Introduction to Economics 
ACC 230 Financial Accounting 
ACC 231 Managerial Accounting 
CSC 242 Principles of Computer Programming in Pascal or 

CSC 243 Principles of Computer Programming in C++ 
BUS 260 Principles of Management 
BUS 310 Corporate Finance 
CSC 344 Principles of File Processing in COBOL 
BUS 350 Marketing 
BUS 469 Strategic Management 
Completion of three of the following courses also is required: 

CSC 240 Introduction to Computer Applications Software or 
CSC 24 1 Introduction to Computer Science Using Visual Basic or 
CSC 242 Principles of Computer Programming in Pascal or 
CSC 243 Principles of Computer Programming in C++ or 
CSC 244 Principles of Computer Programming in Java 
CSC 342 Introduction to Data Structures in Ada 
CSC 440 Principles of Object-Oriented Programming Using C++ 
CSC 441 Assembly Language and Computer Architecture 
CSC 442 Topics in Computer Science 



114 



Chemistry 



The chemistry program covers four general areas of chemistry: inorganic, or- 
ganic, physical, and analytical. The first half of a student's chemistry curriculum 
involves courses which present the fundamentals of the various areas. The second 
half of the curriculum consists of advanced courses which cover specialized topics 
in chemistry. In addition to factual knowledge about chemistry, the student gains 
an understanding about the scientific method and a systematic approach to re- 
search. A large portion of the chemistry curriculum includes laboratory courses. 
These courses teach the techniques and skills used in chemical experimentation. 

A student who has completed the Bachelor of Science program in chemistry has 
several career options. These options include technical or analytical work in a 
chemical laboratory and non-research positions in the chemical industry such as 
sales or marketing. Another option is to enter a graduate or professional school. 
Graduates interested in doing chemical research should pursue the M.S. or Ph.D. 
degrees. Those interested in professions such as medicine or dentistry, would 
enter the appropriate professional school after receiving the Bachelor of Science 
degree. Lastly, the chemistry major is an excellent preparation for careers as diver- 
sified as patent law and teaching. 

A grade of "C-" or higher must be obtained in each freshman- and sophomore- 
level science course that is required for this major or minor; these courses are 
numbered 100 through 300 in each discipline. A grade-point average of 2.0 or 
higher is required in all courses required for the major. 

Students who are interested in scientific illustration are encouraged to consider 
the Scientific Illustration Tracks that are offered within the art major which is 
described above. 

Major 

The requirements for a major in chemistry are as follows: General Chemistry I 
and II (with laboratories), Organic Chemistry I and II (with laboratories), Elemen- 
tary Quantitative Analysis, Instrumental Methods of Chemical Analysis, Physical 
Chemistry I and II (with laboratory), Inorganic Chemistry (with laboratory), Ad- 
vanced Organic Chemistry and Organic Spectroscopy, and two semester hours of 
Science Seminar. 

Minor 

The requirements for a minor in chemistry are as follows: General Chemistry I 
and II (with laboratories), Organic Chemistry I and II (with laboratories), Elemen- 
tary Quantitative Analysis (with laboratory), and one additional three-semester 
hour chemistry course. 

CHM 101, CHM 102. General Chemistry I, II 3 plus 3 hours 

An introduction to the fundamental principles of chemistry, including a study of 
the theories of the structure of atoms and molecules and the nature of the chemical 
bond; the properties of gases, liquids, and solids; the rates and energetics of chemical 
reactions; the properties of solutions; chemical equilibria; electro-chemistry, and the 
chemical behavior of representative elements. Prerequisites: MAT 102 and MAT 103 
with a grade of "C-" or higher in each course. Corequisites: CHM 10 1L and CHM 
102L. A grade of "C-" or higher must be earned in CHM 101 before taking CHM 102. 

115 



CHM 101L, CHM 102L. General Chemistry Laboratory I, II 1 plus 1 hour 

The laboratory course is designed to complement CHM 101 and CHM 102. 
Various laboratory techniques will be introduced. Experiments will demonstrate 
concepts covered in the lecture material. Corequisites: CHM 101 and CHM 102. 

CHM 201, CHM 202. Organic Chemistry I, II 3 plus 3 hours 

An introductory course in the principles and theories of organic chemistry. The 
structure, preparation, and reactions of various functional groups will be investi- 
gated. Emphasis will be on synthesis and reaction mechanisms. Prerequisites: CHM 
101 and CHM 102 with a grade of "C-" or higher in each course. Corequisites: 
CHM 20 1L and CHM 202L. A grade of "C-" or higher must be earned in CHM 201 
before taking CHM 202. 

CHM 20 1L, CHM 202L. Organic Chemistry Laboratory I, II 1 plus 1 hour 

The laboratory course is designed to complement CHM 201 and CHM 202. 
Various techniques, such as distillation, extraction, and purification, are studied in 
the first semester. The second semester involves synthesis and identification of a 
variety of organic compounds. Corequisites: CHM 201 and CHM 202. 

CHM 301, CHM 302. Physical Chemistry I, II 3 plus 3 hours 

A systematic study of the foundations of chemistry. Particular attention is paid 
to thermodynamics, including characterization of gases, liquids, solids, and solu- 
tions of electrolytes and nonelectrolytes; the First, Second, and Third Laws; spon- 
taneity and equilibrium; phase diagrams and one- and two-component systems; 
electrochemistry; and an introduction to the kinetic theory and statistical mechan- 
ics. Additionally, both phenomenological and mechanistic kinetics are presented, 
as is a brief introduction to quantum mechanics. Prerequisites: MAT 233, CHM 
202, and PHY 102 with a grade of "C-" or higher in each course. 

CHM 30 1L, CHM 302L. Physical Chemistry Laboratory I, II 1 plus 1 hour 

Intended to complement the physical chemistry lecture courses, these courses 
provide the student with an introduction to physico-chemical experimentation. 
Corequisite: CHM 301, 302 

CHM 310. Elementary Quantitative Analysis 3 hours 

An introduction to elementary analytical chemistry, including gravimetric and 
volumetric methods. Emphasis is on the theory of analytical separations, solubility, 
complex, acid-base, and redox equilibria. Intended for both chemistry majors and 
those enrolled in pre-professional programs in other physical sciences and in the 
health sciences. Prerequisite: CHM 201 with a grade of "C-" or higher. 

CHM 310L. Elementary Quantitative Analysis Laboratory 1 hour 

Analyses are carried out in this course which illustrate the methods discussed in 
CHM 310. Corequisite: CHM 310. 

CHM 422. Instrumental Methods of Chemical Analysis 3 hours 

A discussion of the principles and applications of modern instrumentation used 
in analytical chemistry. Methods discussed are primarily non-optical, including an 
overview of electrochemistry; potentiometric methods, including use of pH and 



116 



other ion meters; electrogravimetry; coulometry; polarography; amperometry; 
and gas- and liquid-chromatography. Offered spring semester of odd-numbered 
years. Prerequisite: CHM 310 with a grade of "C-" or higher. 

CHM 422L. Instrumental Methods Laboratory 1 hour 

This laboratory accompanies CHM 422 and will consider the practical applica- 
tions of modern instrumentation in analytical chemistry. Corequisite CHM 422. 

CHM 424. Advanced Organic Chemistry 3 hours 

A discussion of selected reactions and theories in organic chemistry. Emphasis 
is placed on reaction mechanisms and reactive intermediates encountered in or- 
ganic synthesis. Prerequisite: CHM 202 with a grade of "C-" or higher. 

CHM 424L. Advanced Organic Chemistry Laboratory 1 hour 

Intended to complement Advanced Organic Chemistry, this course will investi- 
gate general reactions and mechanistic principles in organic synthesis. The study will 
require the multi-step synthesis of various organic molecules. Corequisite: CHM 424 

CHM 432. Inorganic Chemistry 3 hours 

A study of the principles of modern inorganic chemistry, including atomic struc- 
ture; molecular structure; ionic bonding; crystal structures of ionic solids, a system- 
atic study of the behavior of inorganic anions; coordination chemistry, including 
structure and mechanisms of aqueous reactions; and acids and bases. Offered 
spring semester of even-numbered years. Prerequisite or corequisite: CHM 302. 

CHM 432L. Inorganic Chemistry Laboratory 1 hour 

Intended to complement Inorganic Chemistry, this course provides experience 
in the methods of preparation and characterization of inorganic compounds. 
Corequisite: CHM 432 

CHM 434. Organic Spectroscopy 3 hours 

A course dealing with several spectroscopic methods as applied to organic mol- 
ecules. The principles and interpretation of ultra-violet, visible, infrared, mass, and 
nuclear magnetic resonance spectra will be studied. . Offered fall semester of odd- 
numbered years. Prerequisite: CHM 202 with a grade of "C-" or higher. 

CHM 434L. Organic Spectroscopy Laboratory 1 hour 

Students enrolled in this course use various spectrometers for qualitative and 
quantitative analysis. Corequisite: CHM 434 

CHM 490. Special Topics in Chemistry 1-4 hours 

Advanced topics will be offered in the following fields: Organic Chemistry, Or- 
ganic Qualitative Analysis, Biochemistry, Theoretical Chemistry, and Advanced 
Inorganic Chemistry. Prerequisite: Permission of the instructor. 

CHM 499. Independent Study in Chemistry 1-4 hours 

This course is intended for students of senior standing who wish to do indepen- 
dent laboratory and/or theoretical investigations in chemistry. Prerequisite: Per- 
mission of the instructor. 



117 



Communications 



Communications, as studied and taught at Oglethorpe, is rooted in the disci- 
pline of rhetoric, one of the historical liberal arts. A background in rhetoric and 
communications enables students to understand human beings as symbol users 
who communicate in a variety of discourse communities and cultural contexts. 
Communications encourages students to examine their own modes of communica- 
tion and to analyze the communication of others, from individual utterances to 
mass media broadcasts. Students learn strategies of rhetorical analysis to gener- 
ate, evaluate, and revise documents that are responsive to designated audiences 
and purposes. 

A program in communications teaches students to express themselves effec- 
tively in speech and in writing. Communications at Oglethorpe is a writing-intensive 
program, which prepares graduates for careers and advanced study in journalism, 
public relations, advertising, mass media, corporate communications, and related 
fields. All majors receive hands-on experience in a communications field of their 
choice through a required internship. A leading center for the communications 
industry, Atlanta provides excellent opportunities for students to explore their 
career options and apply their newly acquired skills. 

Oglethorpe communications graduates are ready to face the challenges of the 
21st century. These future leaders leave with the critical skills and insights needed 
for success in their professions and lives. Students learn effective speaking and 
writing skills as well as active problem-solving strategies through collaborative ef- 
forts. The program encourages students to understand the new electronic media, 
to develop ethical awareness and civic engagement, and to evaluate the globaliza- 
tion of media and its effects on national and international communication. 

All communications majors must complete a minor course of study, other than 
writing, to enable them to apply their communication skills to a related body of 
knowledge and to enhance career possibilities. Students are encouraged to broaden 
their knowledge and skills through this required minor in such areas as art, psy- 
chology, computer science, business administration, politics, and international stud- 
ies. The degree awarded is the Bachelor of Arts. 

Major 

The following courses are required: 

COM 101 Theories of Communications 

COM 1 10 Public Speaking I 

COM 390 Special Topics in Communications 

COM 401 Internship in Communications 
One course selected from the following two: 

COM 220 Investigative Writing 

COM 221 Persuasive Writing 
One course selected from the following two: 

COM 240 Journalism 

COM 340 Business and Technical Communications 
One year of a foreign language at the first-year college level (or the equivalent 

determined through testing) 
Three courses selected from the following: 

COM 111 Public Speaking II 



118 



COM 250 


COM 260 


COM 380 


COM 390 


CSC 


240 


ENG 


230 


ENG 


231 


ENG 


331 


WRI 


381 


WRI 


391 



Broadcasting and the New Electronic Media 

Introduction to Linguistics 

Independent Study in Communications 

Special Topics in Communications 

Introduction to Computer Applications Software 

Creative Writing 

Biography and Autobiography 

Writing Prose, Fiction, and Nonfiction 

Independent Study in Writing 

Special Topics in Writing 

Minor 

A student may take a communications minor or writing minor, but not both. For 
the requirements of the writing minor, please see the writing discipline in alphabeti- 
cal order below. 

The following courses are required: 

COM 101 Theories of Communications 

COM 250 Broadcasting and the New Electronic Media 
One course selected from the following two: 

COM 220 Investigative Writing 

COM 221 Persuasive Writing 
Two courses selected from the following: 

COM 1 1 1 Public Speaking II 

COM 240 Journalism 

COM 340 Business and Technical Communications 

COM 390 Special Topics in Communications 

COM 401 Internship in Communications 

WRI 391 Special Topics in Writing 

COM 101. Theories of Communications 4 hours 

This course offers a general introduction to the study of individual, group, and 
mass media-based communications. Emphasis is placed on the fundamental ways 
humans communicate (verbally, nonverbally, and in writing) and involves investiga- 
tion of the purposes for, and techniques used in, many forms of communication. 

COM 1 10. Public Speaking 1 4 hours 

This course is designed to develop and enhance students' ability to communi- 
cate effectively to any audience. Students will deliver both prepared and impromptu 
speeches. They will give humorous and inspirational speeches as well as informa- 
tional speeches focusing on organization and the use of visual aids. Students 
develop all the tools necessary to effectively communicate— their voice, their ges- 
tures, their body language, and their eye contact. They will receive timely written 
and oral feedback from the instructor. Speeches will be videotaped and critiqued. 
The goal is to become a more polished and confident speaker. 

COM 111. Public Speaking II 4 hours 

This course develops communication skills gained in Public Speaking I. Stu- 
dents will learn to convey their messages directly, confidently, and persuasively. 
Students will practice delivering persuasive speeches for a variety of occasions from 



119 



the classroom to the boardroom. They will learn to make the closing argument to 
the jury, to field the difficult interview question, to close the sale, to give the 
congratulatory toast, and to deliver the inspirational speech. Speeches will be 
videotaped and critiqued. Prerequisite: COM 110. 

ARC 201. Seminar for Student Tutors 1 hour 

Peer tutors at the Academic Resource Center spend two hours per week assist- 
ing other students, individually or in groups, with course material, papers, and 
preparation for examinations. In addition, they participate one hour a week in 
support and training meetings with the ARC directors and with instructors of the 
courses in which they tutor. They discuss how to work with texts in different 
disciplines, encourage study group members to help each other learn, and foster 
student engagement with and assimilate course content. Prerequisite: Permission 
of the instructor or Writing Tutor Coordinator. 

COM 220. Investigative Writing 4 hours 

This expository writing course is designed to develop research and writing skills. 
Emphasis will be on learning a wide range of library and Internet-based research 
techniques and purposefully presenting information to a variety of audiences in 
appropriate format and style. Students will be asked to define their own investiga- 
tive projects, and to analyze and revise their own writing. Investigative Writing or 
Persuasive Writing is a prerequisite for upper-level communications courses. Pre- 
requisites: COR 101 and COR 102. 

COM 221. Persuasive Writing 4 hours 

This course is designed to develop sophisticated strategies of persuasion for 
analyzing and generating arguments responsive to targeted audiences in a variety of 
contexts, including civic, professional, and academic. Students will learn both classi- 
cal and contemporary strategies of persuasion. Emphasis will be on presenting clear, 
coherent, and logical arguments. Students will be asked to define their own projects 
within assigned contexts. Students will evaluate their own and others' writing to 
enable the revision process. Investigative Writing or Persuasive Writing is a prerequi- 
site for upper-level communications courses. Prerequisites: COR 101 and COR 102. 

COM 240. Journalism 4 hours 

This course teaches the fundamentals of journalistic news writing and report- 
ing. From interviews to the Internet, students will learn how to gather information 
from a variety of sources and write stories using different types of leads, endings, 
and structures. They will also engage in a critique of today's journalistic practices. 
Prerequisites: COM 101 and COM 220 or COM 221. 

COM 250. Broadcasting and the New Electronic Media 4 hours 

This course is designed to introduce students to the economic, regulatory, and 
creative forces that affect the broadcast industry. The course will raise theoretical 
questions and practical concerns about the different types of media (TV, radio, and 
the Internet) that deal with the electronic transmission of information. Students 
will analyze and engage in the genres through which this information is transmitted 
(e.g., radio programs and TV news scripts). Prerequisites: COM 101 and COM 220 
or COM 221. 



120 



COM 260. Introduction to Linguistics 4 hours 

This is a study of the history of the English language, the rules of traditional 
grammar, and current linguistic theory. Special attention is paid to the relationship 
between language and cognition, theories of language acquisition, and the dialects 
of American English. 

COM 340. Business and Technical Communications 4 hours 

A course for students who have mastered the basic skills and insights of writing 
and who wish to improve their ability to write clear, concise, persuasive prose 
designed for audiences in the business and technical fields. Students are required 
to write a variety of texts, such as proposals, progress reports, recommendation 
reports, and manuals. Other elements of the course may include desktop publish- 
ing and oral presentations. Prerequisites: COM 101 and COM 220 or COM 221. 

COM 370. Internship in Communicatins 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work three hours per week 
for every hour of academic credit, keep a written journal of the work experience, 
have regularly scheduled meetings with the faculty supervisor, and write a research 
paper dealing with some aspect of the internship. An extensive list of internships is 
maintained by the Office of Experiential Education, including opportunities at 
CNN, Fox 5, Pineapple Public Relations, Carrol/White Advertising, and Adanta 
Journal Constitution. Graded on a satisfactory/unsatisfactory basis. Prerequi- 
sites: Permission of the faculty supervisor and qualification for the internship 
program. 

COM 380. Independent Study in Communications 1-4 hours 

Supervised independent communications project. Prerequisites: Permission of 
the instructor, and the student must be pursuing a major in communications. 

WRI 381. Independent Study in Writing 1-4 hours 

Supervised independent writing project. Prerequisites: Permission of the in- 
structor and the student must be pursuing a minor in writing or a major in commu- 
nications. 

COM 390. Special Topics in Communications 4 hours 

This advanced course will examine selected topics in journalism, communica- 
tions, or media studies, such as The New Journalism, Global Communications, 
Civic Literacy, Gender and Communication, or Reading Television. Prerequisites: 
COM 101 and COM 220 or COM 221. 

WRI 391. Special Topics in Writing 4 hours 

Study of a selected topic in the field of writing, such as Scientific and Technical 
Writing, Oral History, Contrastive Rhetoric and Analytical Writing, Writing for 
Educators, or The Art of the Essay. The topic will vary from year to year and may be 
offered by communications or English faculty. Prerequisites for special topics taken 
with communications faculty: COM 101 and COM 220 or COM 221. 



121 



COM 401. Internship in Communications 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An internship for the writing minor 
must be writing intensive. An extensive list of internships is maintained by the 
Office of Experiential Education, including opportunities at CNN, Fox 5, Pineapple 
Public Relations, Carrol/ White Advertising, and Atlanta Journal Constitution. 
Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the 
faculty supervisor and qualification for the internship program. 



Computer Science 



Minor 

A minor in computer science consists of five computer science courses, one of 
which must be Principles of Computer Programming in Pascal or Principles of 
Computer Programming in C++, and no more than two of which may be below the 
300 level. Internship in Computer Science may not be used as one of the five 
courses in a computer science minor. 

CSC 240. Introduction to Computer Applications Software 4 hours 

This course introduces the student to the major types of computer applications 
software, including word processing, electronic spreadsheets, database manage- 
ment, graphics, and presentation software. A predominant emphasis is on the 
construction of significant applications systems, including integrating various ap- 
plications, transferring data among applications, and custom programming. The 
student will use microcomputer software such as Microsoft Office Professional, 
which includes Word, Excel, Access, PowerPoint, and Visual BASIC. 

CSC 241. Introduction to Computer Science Using Visual BASIC 4 hours 

This course introduces the student to the fundamental concepts of electronic 
data processing equipment, applications, and computer programming. It is in- 
tended primarily for students who do not plan further study in computer science. 
The student will become familiar with problem-solving techniques and algorithm 
construction using the Visual BASIC programming language, with rudimentary 
object-oriented programming, and with constructing applications in the Windows 
environment. Examples are drawn from business, mathematics, science, and other 
fields. 

CSC 242. Principles of Computer Programming in Pascal 4 hours 

This course introduces the student to the fundamental techniques of problem 
solving and algorithm construction within the context of the Pascal programming 
language. The student will design and complete several substantial programming 
projects, most having significant mathematical content. Topics will include data 
types, control structures, file manipulation, subprograms, parameters, records, 
arrays, dynamic data structures, abstract data types, object-oriented programming, 
and separate compilation units. Prerequisite: MAT 102 or by examination. 



122 



CSC 243. Principles of Computer Programming in C++ 4 hours 

This course introduces the student to the fundamental techniques of problem 
solving and algorithm construction within the context of the C++ programming 
language. The student will design and complete several substantial programming 
projects, most having significant mathematical content. Topics include data types, 
control structures, file manipulation, functions, parameters, structures, unions, 
classes, arrays, dynamic data structures, abstract data types, object-oriented pro- 
gramming, and separate compilation units. Prerequisite: MAT 102 or by examina- 
tion. 

CSC 244. Principles of Computer Programming in Java 4 hours 

This course introduces the student to the fundamental techniques of problem 
solving and algorithm construction within the context of the Java programming 
language. The student will design and implement several substantial program- 
ming projects, most having significant mathematical content. Topics include data 
types, control structures, file manipulation, functions, parameters, classes, arrays, 
dynamic data structures, object-oriented programming, separate compilation units, 
HTML, and World Wide Web programming. Prerequisite: MAT 102 or by exami- 
nation. 

CSC 342. Introduction to Data Structures in Ada 4 hours 

This courses uses Ada language constructs to introduce the student to the 
important concepts of static and dynamic data representation, which, along with 
effective algorithm development, are essential components of successful computer 
program development. Topics include arrays, records, files, pointers, linked lists, 
stacks, queues, priority queues, sets, trees, b-trees, strings, abstract data types, 
sorting and searching techniques, and implementation procedures. Prerequisite: 
CSC 242 or CSC 243. 

CSC 344. Principles of File Processing in COBOL 4 hours 

This course provides an accelerated introduction to the COBOL language and 
to standard techniques for managing data in computer files. Students will use 
COBOL to program solutions to problems which arise predominantly, though not 
exclusively, in business environments. Topics include file creation and updating, 
merging and searching, report generation, subprograms, separate compilation 
units, interactive programming, sequential, indexed, and relative files, and elemen- 
tary concepts of database management. Prerequisite: CSC 242 or CSC 243. 

CSC 440. Principles of Object-Oriented Programming Using C++ 4 hours 

This course includes a comprehensive treatment of the C++ programming lan- 
guage, using the object-oriented methodology. Fundamental C++ programming 
constructs will be discussed, including native types, control structures, functions, 
parameters, pointers, structures, unions, classes, file manipulation, arrays, dynamic 
data structures, and separate compilation units. In addition, the student will study 
such important object-oriented notions as objects, constructors, parametric 
polymorphim, and exceptions. Prerequisite: CSC 242 or CSC 243. 



123 



CSC 441. Assembly Language and Computer Architecture 4 hours 

This course provides a concentrated introduction to assembly language pro- 
gramming for the 8086/8088 family of microprocessors and to the architecture 
embodied in those processors. Special attention will be given to implementing the 
familiar control structures of a high-level language using assembly language's much 
more restricted instruction set, and to the problems of decimal and floating point 
numeric representation, conversions, and computations. Topics include structured 
programming, control structures, object library maintenance, macro program- 
ming, interrupts, registers, buses, bit manipulation, memory management, input/ 
output file manipulation, strings, and interfacing with high-level languages. Pre- 
requisite: CSC 242 or CSC 243. 

CSC 442. Topics in Computer Science 4 hours 

This course focuses on a variety of timely concepts and useful language environ- 
ments. Current topics include artificial intelligence, machine simulators, compiler 
and assembler construction, computer-aided instruction, graphics, database man- 
agement, computer architecture, operating systems, and systems programming. 
These topics may be examined in the context of languages such as Ada, assembly 
language, COBOL, C++, Forth, LISP, Logo, Pascal, Scheme, Visual BASIC, and 
applications software. Prerequisites: CSC 242 or CSC 243, and CSC 342 or CSC 
344. 

CSC 443. Independent Study in Computer Science 1-4 hours 

Supervised research on a selected topic in computer science. Prerequisite: Per- 
mission of the instructor. 

CSC 446. Internship in Computer Science 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at Array 
Computer Technologies, the Nwoko Group, and the Catapult Group. Graded on a 
satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi- 
sor and qualification for the internship program. 

Economics 

Economics is a way of thinking based on the premise that individuals make 
decisions that advance their own interests. From this premise, economics attempts 
to understand individual behavior and the social order that results from the inter- 
action of many individual decision-makers along with evaluating the resulting social 
order. 

There are three aspects of economic study that are related to citizenship and 
careers. First, the attempt to predict individual behavior results in the derivation of 
several economizing principles that are useful in business practice. Second, much 



124 



of the interaction of individuals is in the form of exchanges in markets. Knowledge 
of how markets function is helpful both to business people and voters who will 
make decisions about such market-related economic matters as taxes, interest ceil- 
ings, minimum wages, and public utility rates. Third, the practice in evaluating 
different social orders leads students to replace their unschooled opinions about 
complex situations with disciplined thought. This major is useful for those who 
plan careers in business, law, politics, government, or religion. 

Major 

Students pursuing a Bachelor of Science degree must complete the following 
requirements with a grade of "C-" or higher: 

Financial Accounting 

Managerial Accounting 

Management Science 

Principles of Management 

Corporate Finance 

Marketing 

Strategic Management 

Introduction to Economics 

Intermediate Microeconomics 

Intermediate Macroeconomics 

Statistics 

Applied Calculus 

In addition, the student must also complete three additional electives in eco- 
nomics and satisfy the Computer Applications Proficiency Requirement. This can 
be done in one of three ways: 1) by assessment of skills with the student's academic 
advisor, 2) by successful completion of Introduction to Computer Applications 
Software, or 3) by successful performance on the computer proficiency examina- 
tion. 

Major 

Students pursuing a Bachelor of Arts degree must complete the following re- 
quirements with a grade of "C-" or higher: 

BUS 219 Management Science 

ECO 121 Introduction to Economics 

ECO 221 Intermediate Microeconomics 

ECO 222 Intermediate Macroeconomics 

MAT 111 Statistics 

MAT 121 Applied Calculus 
In addition, the student must also complete four additional electives in econom- 
ics and satisfy the Computer Applications Proficiency Requirement. This can be 
done in one of three ways: 1) by assessment of skills with the student's academic 
advisor, 2) by successful completion of Introduction to Computer Applications 
Software, or 3) by successful performance on the computer proficiency examina- 
tion. 



ACC 


230 


ACC 


231 


BUS 


219 


BUS 


260 


BUS 


310 


BUS 


350 


BUS 


469 


ECO 


121 


ECO 


221 


ECO 


222 


MAT 


111 


MAT 


121 



125 



Minor 

Students desiring to minor in economics must complete the following courses 
with a grade of "C-" or higher: 

ECO 121 Introduction to Economics 
ECO 221 Intermediate Microeconomics 
ECO 222 Intermediate Macroeconomics 
In addition the student must complete two additional electives in economics. 

ECO 121. Introduction to Economics 4 hours 

This course is designed to familiarize the student with basic economic principles 
and concepts. The student will be introduced to a few key economic principles that 
can be used in analyzing various economic events. The materials will include a 
history of economic thought, monetary and financial economics, and supply and 
demand analysis. 

ECO 221. Intermediate Microeconomics 4 hours 

This course develops the economic principles necessary to analyze and interpret 
the decisions of individuals and firms with respect to consumption, investment, 
production, pricing, and hiring. The principles are used to understand the behav- 
ior of business firms and public policy-making institutions. Prerequisites: ECO 121 
and MAT 121. 

ECO 222. Intermediate Macroeconomics 4 hours 

This course examines the goals of economic policy and the policy instruments 
available to achieve those goals. Attention is given to both monetary and fiscal 
policy along with the theory and measurement of national income, employment, 
and price levels, and the international implications of economic policy. Prerequi- 
site: ECO 121. 

ECO 223. United States Economic History 4 hours 

This course will study the origin and growth of the American economic system 
from pre-colonial through the 20th century. The course traces the development of 
the evolution of American agricultural, commercial, manufacturing, financial, la- 
bor, regulatory, and technological sectors. Prerequisite: ECO 121. 

ECO 324. History of Economic Thought 4 hours 

This course is a study of the major writers and schools of economic thought, 
related to the economic, political, and social institutions of their times: the Medi- 
eval, Mercantilist, Physiocrat, Classical, Marxist, Historical, Neoclassical, Institu- 
tionalist, Keynesian, and post-Keynesian schools. Prerequisite: ECO 121. 

ECO 327. Economic Development 4 hours 

This course is a study of the economic, social, and political factors that account 
for the contrast between the economic stagnation in much of the world and the 
steadily rising incomes in the United States, Europe, and Japan. General principles 
are applied to the development experience of selected countries in the historically 
less-developed world and the formerly centrally-planned economies of Eastern and 
Central Europe. Prerequisite: ECO 121. 



126 



ECO 421. Money and Banking 4 hours 

This course will study the role of private financial institutions and the Federal 
Reserve System in the creation of the nation's money supply and the theory that 
links the money supply to the nation's inflation rate and output level. Additional 
topics are the international payments mechanism, capital flows, the determination 
of exchange rates, and the use of a common currency by several countries. Prereq- 
uisites: ECO 221, ECO 222, and proficiency in the use of spreadsheet software. 

ECO 422. Labor Economics 4 hours 

This course will be a comprehensive study of the cause and effect relationship 
between work and income. It will examine labor market structures, human capital 
theory, union-management relations, labor history, economic policy, and earning 
profiles by gender and race. Prerequisites: ECO 221 and ECO 222. 

ECO 423. International Economics 4 hours 

This course is a study of international trade and finance. The microfoundations 
of the course will address why countries trade, why special interest groups fight 
international trade, regional specialization, international agreements on tariffs 
and trade, and national commercial policies. The macrofoundations of the course 
will focus on exchange rates, balance of payments, international investments, and 
coordination and cooperation of international monetary and fiscal policies. Pre- 
requisites: ECO 221 and ECO 222. 

ECO 425. Public Finance 4 hours 

An analysis of the impact of federal, state, and local government expenditures, 
revenues, debt management, and budgeting on the allocation of resources, the 
distribution of income, the stabilization of national income and employment, and 
economic growth. Topics will include expenditure patterns, tax structure, benefit- 
cost analysis, policy analysis, and microeconomic and macroeconomic theories of 
public expenditures and taxation. Prerequisites: ECO 221 and ECO 222. 

ECO 426. Internship in Economics 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at the Fed- 
eral Reserve Bank and Prudential Securities. Graded on a satisfactory/unsatisfactory 
basis. Prerequisites: Permission of the faculty supervisor and qualification for the 
internship program. 

ECO 427. Independent Study in Economics 1-4 hours 

Supervised research on a selected topic. Prerequisite: Permission of the instructor. 

ECO 428. Special Topics in Economics 4 hours 

An intense study of diverse topics under the direct supervision of an economics 
faculty member. Prerequisite: Permission of the instructor. 



127 



Education 

Studies in education at Oglethorpe include undergraduate and non-degree 
post-baccalaureate teacher preparation programs in early childhood, middle grades, 
and secondary education. (Oglethorpe University also offers a Master of Arts in 
Early Childhood Education and Master of Arts in Middle Grades Education. For 
information about these programs, please consult the University College Bulletin.) 
Grounded in the liberal arts tradition, these programs emphasize strong academic 
preparation and the notion of teacher as learner. Teacher education at Oglethorpe 
University is designed to challenge students to think critically about issues in educa- 
tion, to be informed decision makers, and to become change agents in their schools. 
The teacher preparation program has strong connections to the Atlanta commu- 
nity, both urban and suburban. Oglethorpe is committed to preparing teachers for 
the variety of settings and diverse populations of metropolitan schools. 

Course work will lead to the Bachelor of Arts in early childhood education and 
certification to teach grades prekindergarten through five (P-5), or the Bachelor of 
Arts in middle grades education and certification for grades four through eight (4- 
8). Programs leading to certification in secondary education, grades seven through 
twelve (7-12), combine teacher education courses with an undergraduate major in 
English, mathematics, mathematics and computer science, science (biology, chemis- 
try, or physics), or history. The teacher education curricula are approved by the 
Georgia Professional Standards Commission. Successful completion of the pro- 
gram is necessary to obtain a teaching certificate. 

Note: Information regarding requirements for a degree in education contained in 
this Bulletin may be superceded by information in the Teacher Education Handbook. 

Admission to the Teacher Education Program 

Admission to Oglethorpe University does not admit a student to the Teacher 
Education Program. Students may apply to the Teacher Education Council for 
admission to the program during the second semester of the sophomore year. The 
following criteria will be used in granting admission to the program: 

1. A minimum cumulative grade-point average of 2.8 from all college work and 
from all courses taken at Oglethorpe University. 

2. A grade of "C" or higher in both semesters of the freshman core courses 
Narratives of the Self I and II (or Analytical Writing). 

3. A passing score on all sections (reading, writing, and mathematics) of the 
Praxis I Pre-Professional Skills Test (PPST) developed and administered by 
Educational Testing Service. Applicants are exempt from this requirement 
if they have earned qualifying scores on any of these tests: 

• SAT total score 1000, with at least 480 verbal and 520 mathematical 

• ACT total score 22, with at least 21 verbal and 22 mathematical 

• GRE total score 1030, with at least 490 verbal and 540 quantitative 

4. A 500- to 1000-word written statement describing experiences in working 
with children or youth as, for example, a tutor, camp counselor, day care 
worker, church school teacher, substitute teacher, or volunteer working with 
children. 

5. Three letters of recommendation: One from the faculty advisor, one from 
another University professor, and one from a person of the student's choice. 



128 



Completion of the Teacher Education Program 

Once admitted, the student's progress and record are subject to regular review 
by the advisor, other faculty, and the Teacher Education Council. Students with 
observed deficiencies in English or their subject field will be required to correct 
them before student teaching. No student on academic probation will be sched- 
uled for student teaching until such probation is removed. Completion of the 
Teacher Education Program requires the following steps: 

1. Gain admission to the Teacher Education Program. 

2. Maintain a cumulative grade-point average of 2.8 or higher from all college 
work and all work taken at Oglethorpe. 

3. Complete a field experience that includes preplanning workdays for teach- 
ers and the opening of the school year for students. Apply by March 1 of the 
junior year. 

4. Pass the appropriate Praxis II tests for the certification field. Praxis is a 
nationally recognized test of content and pedagogical knowledge developed 
and administered by Educational Testing Service. Check the Teacher Edu- 
cation Handbook to determine which specialty area tests must be taken. 
Passing scores on these tests are required for teacher certification in Geor- 
gia and are a prerequisite to student teaching at Oglethorpe University. 
Students who passed the appropriate Georgia Teacher Certification Test 
prior to July 1, 1997 do not need to take the Praxis II tests. 

5. Complete a minimum of 12 hours of education courses, in addition to stu- 
dent teaching, at Oglethorpe. 

6. Successful defense of the cumulative education portfolio 

7. Complete student teaching successfully. Apply by October 1 for spring place- 
ment and by March 1 for fall placement. Prerequisites to student teaching 
include a passing score on the appropriate forms of Praxis II, a cumulative 
grade-point average of 2.8 or higher in all college work and in all courses 
taken at Oglethorpe, completion of all professional and teaching field courses 
with grades of at least "C," and satisfactory field experiences. Students must 
show proof of liability insurance. Student teaching placement in some school 
districts may also require a background check and/or fingerprinting. 

Early Childhood Education Major 

The early childhood education major focuses on teaching in grades pre-kinder- 
garten through five. The program includes professional education and methods 
courses in all content areas. The program culminates in a full semester of student 
teaching. Early childhood majors are strongly urged to complete a minor in a 
content field. Program requirements for early childhood education are available 
from any education faculty member and must be followed closely to avoid schedul- 
ing problems in completion of the degree requirements. 
The following courses are required: 

EDU 101 Introduction to Education 

EDU 201 Educational Psychology 

EDU 220 Mathematics for Teachers 

EDU 300 Introduction to Early Childhood Education 

EDU 321 Teaching Language Arts and Reading: Grades P-5 

EDU 324 Teaching Social Studies: Grades P-5 



129 



EDU 


327 


EDU 


401 


EDU 


410 


EDU 


413 


EDU 


449 


EDU 


459 


PSY 


101 


PSY 


201 



Art, Music, and Movement 

The Exceptional Child 

Teaching Mathematics: Grades P-5 

Teaching Science and Health: Grades P-5 

Special Topics in Education: Applied Linguistics 

Elementary Student Teaching and Seminar 

Psychological Inquiry 

Child and Adolescent Psychology 

Middle Grades Education Major 

The middle grades education major focuses on teaching in grades four through 
eight. The program includes a minor in English, science, mathematics, or social 
studies; professional education courses; and methods courses in four basic con- 
tent areas. Program requirements for middle grades education are available from 
any education faculty member and must be followed closely to avoid scheduling 
problems in completion of the degree requirements. 

In addition to a content minor, the following courses are required: 
EDU 101 Introduction to Education 

Educational Psychology 

Mathematics for Teachers 

Nature and Needs of the Middle Grades Learner 

Teaching Language Arts and Reading: Grades 4-8 

Teaching Social Studies: Grades 4-8 

The Exceptional Child 

Teaching Mathematics: Grades 4-8 

Teaching Science: Grades 4-8 

Special Topics in Education: Applied Linguistics 

Middle Grades Student Teaching and Seminar 

Psychological Inquiry 

Child and Adolescent Psychology 

Secondary Teacher Certification With Degree in a Subject Major 

Students seeking secondary education certification must apply for admission to 
the Teacher Education Program. It is essential that the student confer with an 
education faculty member in addition to his or her subject field advisor to plan a 
schedule that fulfills the certification requirements and to seek advice about courses 
within their disciplines that are relevant to teaching at the high school level. 

Students who desire secondary (grades 7-12) teacher certification in addition to 
a major in English, history, mathematics, biology, chemistry, or physics will take the 
following professional education courses: 

EDU 101 Introduction to Education 
EDU 201 Educational Psychology 
Secondary Curriculum 
The Exceptional Child 
Secondary Student Teaching and Seminar 
Psychological Inquiry 
Child and Adolescent Psychology 
A discipline-specific methods course 



130 



EDU 


201 


EDU 


220 


EDU 


301 


EDU 


322 


EDU 


325 


EDU 


401 


EDU 


411 


EDU 


414 


EDU 


449 


EDU 


469 


PSY 


101 


PSY 


201 



EDU 


302 


EDU 


401 


EDU 


479 


PSY 


101 


PSY 


201 



Post-baccalaureate Teacher-Certification 

The post-baccalaureate teacher-certification program is designed for persons 
who have completed a bachelor's degree in a discipline other than education. This 
non-degree program leads to certification in early childhood (P-5), middle grades 
(4-8), or the secondary (7-12) teaching fields of English, history, mathematics, or 
science. 

Requirements for admission to the post-baccalaureate teacher certification pro- 
gram include a cumulative grade-point average of not less than 2.8 and admission 
to the Teacher Education Program as described above. 

Post-baccalaureate students are required to take a minimum of three of the 
required education courses at Oglethorpe University in order to be eligible for 
student teaching. The student's advisor will review transcripts of previous college 
work and determine which course requirements have already been met. 

Students seeking secondary certification must have a major in the disciplines for 
which they are seeking certification, or meet the Oglethorpe University course 
requirements for the major. These content requirements must be met prior to 
taking professional courses. 

Course work will be taken at the undergraduate level; however, students seeking 
certification in early childhood or middle grades may take a maximum of three 
courses at the graduate level to be applied toward a master's degree. 

Requirements for completion of the post-baccalaureate program are the same 
as those listed for undergraduate students. 

EDU 101. Introduction to Education 4 hours 

A study of the historical development, the philosophy, and the political and 
social issues underlying the American educational system and the teaching profes- 
sion. Provision is made for classroom observation in public schools in the Atlanta 
area. 

EDU 201. Educational Psychology 4 hours 

A study of learning theory and its application to such problems as classroom 
management, the organization of learning activities, understanding individual dif- 
ferences, and evaluating teaching and learning. Emphasis is given to factors, which 
facilitate and interfere with learning. Prerequisite: PSY 101 with a grade of "C" or 
higher. 

EDU 220. Mathematics for Teachers 4 hours 

A survey of basic concepts, principles, and skills of algebra and geometry appro- 
priate for elementary- and middle-school teachers. Topics from algebra will in- 
clude foundations of number theory and a comprehensive study of the algebraic 
operations over the set of real numbers. Topics in geometry will include measure- 
ment, including area and volume, spatial sense, transformations, and coordinate 
geometry. Topics from probability and statistics will also be investigated. Emphasis 
will be placed on a problem-solving approach along with activities to develop the 
student's ability to communicate mathematically. Technology and appropriate physi- 
cal models will be integrated to aid in the intuitive development of mathematical 
concepts along with formal development. Prerequisite: Admission to the Teacher 
Education Program. 



131 



EDU 300. Introduction to Early Childhood Education 4 hours 

This course is designed to acquaint the student with various types of programs 
provided for young children. Theories of early childhood education and social/ 
cultural issues will be discussed. Students will become familiar with and critique 
studies of early childhood practices, trends, and issues. Provision is made for ob- 
servation by students in various early childhood programs in the Atlanta area. 
Prerequisite: Admission to the Teacher Education Program. 

EDU 301. Nature and Needs of the Middle Grades Learner 4 hours 

This course relates the characteristics and development of middle grades learn- 
ers to the rationale, organization, teaching methods, and curricula of the middle 
school. A field-based component is included. Prerequisite: Admission to the Teacher 
Education Program. 

EDU 302. Secondary Curriculum 4 hours 

This course examines the nature and goals of secondary education and various 
secondary curriculum theories. Students develop lesson plans and a unit of study. 
Provision is made for students to observe classrooms in the Atlanta area. Prereq- 
uisite: Admission to the Teacher Education Program. 

EDU 321. Teaching Language Arts and Reading: Grades P-5 4 hours 

This course examines the NCTE/IRA Standards for Teaching the English Lan- 
guage Arts, professional literature, curriculum, materials, and instructional strate- 
gies for teaching language arts and reading in grades preschool through five. 
Particular emphasis is placed on classroom application of research and theory to 
literature-based instruction and the writing process. Students will engage in per- 
sonal writing, and demonstrate skill in responding to the writing of others. Field 
experiences will allow participation in the teaching of language arts and reading. 
Prerequisites: EDU 201 and admission to the Teacher Education Program. 

EDU 322. Teaching Language Arts and Reading: Grades 4-8 4 hours 

This course examines curriculum, materials, and instructional strategies for 
teaching language arts and reading in grades four through eight. Emphasis is 
placed on classroom application of the NCTE/IRA Standards for Teaching the 
English Language Arts to literature-based instruction, the writing process, and 
integration of language arts across the curriculum. Students will engage in per- 
sonal writing, respond to literature, and become acquainted with professional 
literature pertaining to the teaching of the English language arts. Field experiences 
will allow students to implement what they are learning. Prerequisites: EDU 201 
and admission to the Teacher Education Program. 

EDU 323. Teaching Language Arts and Reading: Grades 7-12 4 hours 

The NCTE/IRA Standards for Teaching the English Language Arts form a 
basis for this course which is designed to prepare English majors to teach reading, 
literature, and writing in grades seven through twelve. The course examines lan- 
guage processes at a theoretical level, then focuses on methods, materials, and 
pedagogical procedures for effective teaching of the English language arts with 
emphasis on a literature-based approach and integration of reading and writing. 



132 



Field experiences will allow students to implement what they are learning. Prereq- 
uisites: EDU 201 and admission to the Teacher Education Program. 

EDU 324. Teaching Social Studies: Grades P-5 4 hours 

This course examines social studies in grades P-5 through a constructivist per- 
spective. This perspective recognizes that the goal of social studies education is to 
actively engage students in the construction and relating of knowledge, to advance 
the freedom of individuals, and to provide and promote an atmosphere of experi- 
mentation. Social studies is presented as a product and as a process within and 
outside the school setting. Students apply the national standards of social studies 
to the curriculum, and interpret and use the synoptic method of social studies as a 
way to develop, connect, and extend sociocultural experiences, which support citi- 
zenship. In addition, students review, critique, and report current studies and 
perspectives in social studies which ground components. Prerequisites: EDU 201 
and admission to the Teacher Education Program. 

EDU 325. Teaching Social Studies: Grades 4-8 4 hours 

This course examines social studies in grades 4-8 through a constructivist per- 
spective. This perspective recognizes that the goal of social studies education is to 
actively engage students in the construction and relating of knowledge, to advance 
the freedom of individuals, and to provide and promote an atmosphere of experi- 
mentation. Social studies is presented as a product and as a process within and 
outside the school setting. Students apply the national standards of social studies 
to the curriculum and interpret and use the synoptic method of social studies as a 
way to develop, connect, and extend sociocultural experiences, which support citi- 
zenship. In addition, students review, critique, and report current studies and 
perspectives in social studies which ground components. Prerequisites: EDU 201 
and admission to the Teacher Education Program. 

EDU 326. Teaching Social Studies: Grades 7-12 4 hours 

This course examines social studies in grades 7-12 through a constructivist 
perspective. This perspective recognizes that the goal of social studies education is 
to actively engage students in the construction and relating of knowledge, to ad- 
vance the freedom of individuals, and to provide and promote an atmosphere of 
experimentation. Social studies is presented as a product and as a process within 
and outside the school setting. Students apply the national standards of social 
studies to the curriculum, and interpret and use the synoptic method of social 
studies as a way to develop, connect, and extend sociocultural experiences, which 
support citizenship. In addition, students review, critique, and report current stud- 
ies and perspectives in social studies which ground components. Prerequisites: 
EDU 201 and admission to the Teacher Education Program. 

EDU 327. Art, Music, and Movement 4 hours 

This is an interdisciplinary study of the fundamentals of art, music, and move- 
ment education, including methods and materials appropriate for teaching. Em- 
phasis is placed on integrating art, music, and movement across the elementary 
school curriculum. Experience in the schools is included. Prerequisites: EDU 201 
and admission to the Teacher Education Program. 



133 



EDU 401. The Exceptional Child 4 hours 

This course is designed to assist regular classroom teachers in the identification 
and education of children who have special needs. In addition to characteristics of 
special learners, students will study topics such as the referral process, educational 
approaches for use with special learners, methods of diagnostic teaching, 
mainstreaming, and inclusion. Prerequisites: EDU 201 and admission to the Teacher 
Education Program. 

EDU 410. Teaching Mathematics: Grades P-5 4 hours 

This course is designed to prepare teachers to plan and teach mathematics in 
prekindergarten through grade five. The NCTM Curriculum and Evaluation Stan- 
dards are emphasized. Experience in the schools is included. Prerequisites: EDU 
201, a "C" or higher in EDU 220, and admission to the Teacher Education Program. 

EDU 411. Teaching Mathematics: Grades 4-8 4 hours 

This course is designed to prepare teachers to plan and teach mathematics in 
grades four through eight. The NCTM Curriculum and Evaluation Standards are 
emphasized. Experience in the schools is included. Prerequisites: EDU 201, a "C" 
or higher in EDU 220, and admission to the Teacher Education Program. 

EDU 412. Teaching Mathematics: Grades 7-12 4 hours 

This course is designed to prepare teachers to plan and teach mathematics in 
grades seven through twelve. The NCTM Curriculum and Evaluation Standards 
are emphasized. Experience in high school mathematics classes is included. Pre- 
requisites: EDU 201 and admission to the Teacher Education Program. 

EDU 413. Teaching Science and Health: Grades P-5 4 hours 

This course examines the rationale, curricula, teaching methods, and materials 
for teaching science and health in the elementary school. Emphasis is placed on a 
hands-on, discovery approach to teaching. National standards for the teaching of 
science are addressed. Experience in elementary schools is included. Prerequi- 
sites: EDU 201 and admission to the Teacher Education Program. 

EDU 414. Teaching Science: Grades 4-8 4 hours 

This course examines the rationale, curricula, teaching methods, and materials 
for teaching science in the middle grades. Emphasis is placed on a hands-on, discov- 
ery approach to teaching. National standards for the teaching of science are ad- 
dressed. Experience in science classrooms is included. Prerequisites: EDU 201 and 
admission to the Teacher Education Program. 

EDU 415. Teaching Science: Grades 7-12 4 hours 

This course examines the rationale, curricula, teaching methods, and materials 
for teaching science in the high school. Emphasis is placed on a hands-on, discovery 
approach to teaching. National standards for the teaching of science are addressed. 
Experience in high school science classes is included. Prerequisites: EDU 201 and 
admission to the Teacher Education Program. 



134 



EDU 449. Special Topics in Education 4 hours 

A variety of courses will be offered to respond to topical needs of the curricu- 
lum, such as Applied Linguistics; may be taken for credit more than once. 

EDU 459. Elementary Student Teaching and Seminar 16 hours 

Student teaching is the culminating experience in the Teacher Education Pro- 
gram. For an entire semester the student participates in an elementary school 
classroom in the Atlanta area under the supervision of a qualified supervising 
teacher. This is designed to promote gradual introduction to responsible teaching, 
including participation in the supervising teacher's usual daily responsibilities and 
extracurricular activities. A weekly seminar on the University campus focuses on 
classroom management strategies and professional issues. Prerequisites: Approval, 
Opening of School Experience, completion of all other course requirements, and 
passing scores on the Praxis II tests required for early child certification. 

EDU 469. Middle Grades Student Teaching and Seminar 16 hours 

Student teaching is the culminating experience in the Teacher Education Pro- 
gram. For an entire semester the student participates in a middle grades classroom 
in the Atlanta area under the supervision of a qualified supervising teacher. This 
is designed to promote gradual introduction to responsible teaching, including 
participation in the supervising teacher's usual daily responsibilities and extracur- 
ricular activities. A weekly seminar on the University campus focuses on classroom 
management strategies and professional issues. Prerequisites: Approval, Opening 
of School Experience, completion of all other course requirements, and passing 
scores on the Praxis II tests required for middle grades certification. 

EDU 479. Secondary Student Teaching and Seminar 16 hours 

Student teaching is the culminating experience in the Teacher Education Pro- 
gram. For an entire semester the student participates in a high school classroom in 
the Atlanta area under the supervision of a qualified supervising teacher. This is 
designed to promote gradual introduction to responsible teaching, including par- 
ticipation in the supervising teacher's usual daily responsibilities and extracurricu- 
lar activities. A weekly seminar on the University campus focuses on classroom 
management strategies and professional issues. Prerequisites: Approval, Opening 
of School Experience, completion of all other course requirements, and passing 
scores on the Praxis II tests required for certification in the content field. 



Engineering - Dual Degree 



Oglethorpe is associated with the Georgia Institute of Technology, the Univer- 
sity of Florida, Auburn University, Mercer University, and the University of South- 
ern California in combined programs of liberal arts and engineering. The programs 
require the student to complete three years at Oglethorpe University and the final 
two years at one of these engineering schools. The three years at Oglethorpe 
include core curriculum courses, General Chemistry I and II, College Physics I and 
II, Calculus I-III, and a choice of Differential Equations or Linear Algebra. The two 
years of technical education require the completion of courses in one of the branches 
of engineering. 



135 



In this combined plan, the two degrees which are awarded upon the successful 
completion of the program are the degree of Bachelor of Arts by Oglethorpe 
University and the degree of Bachelor of Science in Engineering by the engineering 
school. Because the required pre-engineering curricula of the five affiliated schools 
are slightly different, the student is advised to consult frequently with the faculty 
member serving as dual degree engineering program advisor. 

Engineering is a difficult subject. Students can maximize their chances for suc- 
cess by starting at Oglethorpe where the faculty's primary concern is effective 
teaching and working closely with students. Classes are small, and laboratories 
offer the opportunity for hands-on experience with sophisticated equipment. This 
strong foundation gives the student an excellent preparation for professional school, 
resulting in more effective learning in advanced engineering courses. As a liberal 
arts and sciences university, Oglethorpe stresses broad education for intelligent 
leadership. Here, the student will explore the fundamental fields of knowledge, 
further his or her understanding of science and mathematics, and refine the abili- 
ties to read, write, speak, and reason with clarity. This preparation will serve the 
student well in any career but particularly so in the engineering field. With strong 
preparation in engineering plus a liberal arts education, the student will be ready 
for a variety of career positions. The dual degree engineering program provides an 
education that is both broad and deep - a combination that will serve the graduate 
well as career responsibilities increase. 

Note: Dual-degree students in engineering may not use Oglethorpe financial aid 
assistance to attend other institutions. 



English 



In literature courses, students examine written works to determine their mean- 
ing, to reach judgments about their value, to explore their relation to life, and to 
derive pleasure. To these ends, students make written and oral analyses, support- 
ing their conclusions with close examination of specific passages from the works of 
literature being studied. In both literature and writing courses, students learn to 
compose their generalizations and supporting details into a coherent structure of 
thought and language. 

An English major at Oglethorpe is excellent preparation for law school or any 
other professional training that requires students to interpret written material and 
support their assertions with specific evidence. Given the expressed need in the 
business community for people who can communicate well orally and on paper, the 
combination of an English major and courses in business administration or an 
accounting minor may be very attractive to prospective employers. The course 
Business and Technical Communications focuses on the kinds of speaking and 
writing abilities graduates will need to get and keep jobs in personnel, sales, and 
management. Oglethorpe graduates also work in public relations and editing, where 
they use their skill with words - a major emphasis of every English course. They go 
into teaching, and sometimes work for publishers, television stations, film-making 
companies, or computer firms. They write press releases, training manuals, in- 
house newspapers, and news copy. 

To help students bridge the gap between academic life and work experience, 
Oglethorpe places English majors in internships with area newspapers, publishing 



136 



companies, public relations firms, cultural associations, and radio and television 
stations. Such experiences enhance students' chances of finding the jobs they want 
after graduation. 

Major 

Students who major in English are required to take four period courses: An- 
cient Literature, Medieval and Renaissance Literature, The Enlightenment Through 
Victorian Literature, and Modern and Contemporary Literature. Students also 
are required to take one writing course; Shakespeare or Chaucer; and four elec- 
tives from the upper-level (300) literature courses. In addition, students majoring 
in English are strongly encouraged to undertake foreign language study while at 
Oglethorpe, perhaps by choosing the language option of the semiotics require- 
ment in the core curriculum. Studying a foreign language is particularly important 
for students planning to do graduate work in English. The degree awarded is the 
Bachelor of Arts. 

Minor 

Students who minor in English are required to take a minimum of five literature 
courses. At least three of these must be upper-level (300) courses. 

ENG 100. Independent Study in Literature and Composition 1-4 hours 

Supervised study in specified genres or periods. Prerequisite: Permission of the 
instructor. 

ENG 101. Ancient Literature 4 hours 

This course will examine the literature of the ancient world. Although the 
primary focus will be on Greek, Roman, and Hebrew culture, non- Western materi- 
als may also be studied. Works and authors might include: Gilgamesh, Homer, Job, 
and Virgil. 

ENG 102. Medieval and Renaissance Literature 4 hours 

This course will examine the transition of the cultural world of Dante to that of 
Shakespeare and Milton. Although the primary focus will be Western, non-West- 
ern works may also be studied. Texts and authors might include: Chretien, Dante, 
The Tale of Genji, Chaucer, Montaigne, Shakespeare, Cervantes, and Milton. 

ENG 103. The Enlightenment Through Victorian Literature 4 hours 

This course will investigate literature of the 18th and 19th centuries. Authors 
might include: Defoe, Pope, Basho, Austen, Emerson, Twain, and George Eliot. 

ENG 104. Modern and Contemporary Literature 4 hours 

This course will investigate the literature of the 20th century. Authors might 
include: T. S. Eliot, Woolf, Lawrence, Frost, Morrison, and Marquez. 

ENG 201. Chaucer 4 hours 

Students will learn to read and appreciate the works of Geoffrey Chaucer, the 
first great English poet, in his original language; to enjoy the rich and varied nature 
of his works; and to appreciate why he is called "the Father of English." Prerequi- 
sites: COR 101, COR 102, and one 100-level English course. 



137 



ENG 202. Shakespeare 4 hours 

The plays and theatre of William Shakespeare. Offered in alternate years. Pre- 
requisites: COR 101, COR 102, and one 100-level English course. 

ENG. 230. Creative Writing 4 hours 

This course is an introduction to writing poetry and prose fiction. The student 
will be asked to submit substantial written work each week, keep ajournal, and read 
published writers. Much class time will be spent discussing student and published 
work. Prerequisites: COR 101 and COR 102. 

ENG 231. Biography and Autobiography 4 hours 

This course is an introduction to biographical and autobiographical writing 
with practice in the personal narrative as well as other forms such as the profile and 
the interview. Students will submit substantial written work each week and keep a 
journal. The class will follow a workshop format, discussing the students' and 
published work. Prerequisites: COR 101 and COR 102. 

ENG 300. The Bible as Literature 4 hours 

This course will examine the Bible as a literary artifact and within an historical 
context. Students will be particularly interested in the varied ways in which the Bible 
generates meaning. These include archetypal repetition, the weaving together of 
historically disparate texts, parable, and allegory. Prerequisites: COR 101, COR 
102, and one 100-level English course. 

ENG 301. Russian Literature 4 hours 

This course will consist of Russian literature in translation, mostly fiction, mostly 
from the 19th century. Central to the course is Anna Karenina. In addition to 
Tolstoy, authors might include: Gogol, Dostoevski, and Chekhov. Prerequisites: 
COR 101, COR 102, and one 100-level English course. 

ENG 302. The Child in Literature 4 hours 

This course will involve a wide-ranging study of works which employ innocence, 
particularly in childhood, in order to deepen the understanding of experience. 
Authors might include: Sophocles, Blake, Carroll, James, and Kafka. Prerequisites: 
COR 101, COR 102, and one 100-level English course. 

ENG 303. American Poetry 4 hours 

This course will consider the work of major American poets such as Whitman, 
Dickinson, Frost, Eliot, and Williams. Prerequisites: COR 101, COR 102, and one 
100-level English course. 

ENG 304. Images of Women in Literature 4 hours 

An exploration of various stereotypical, archetypal, and realistic images of women 
in literature. Prerequisites: COR 101, COR 102, and one 100-level English course. 

WGS 304. Women Poets 4 hours 

This course is a survey of poetry by women, from ancient Chinese, Persian, and 
others in translation, to medieval Irish and Renaissance English, to 19th- and 20th- 



138 



century Americans, as well as Eastern Europeans and Latin Americans in transla- 
tion. Included will be several recent poets such as Gwendolyn Brooks, Adrienne 
Rich, and Mary Oliver in order to discover what themes, images, and attitudes, if 
any seem to emerge from the works. Prerequisites: COR 101 and COR 102. 

ENG 305. The Literature of King Arthur and Camelot 4 hours 

This course will acquaint students with the medieval origins of the Arthurian 
legends and the best of the contemporary versions of the legends. Prerequisites: 
COR 101, COR 102, and one 100-level English course. 

ENG 306. Special Topics in Drama 4 hours 

Drama as literature and genre, through survey and period studies. Prerequi- 
sites: COR 101, COR 102, and one 100-level English course. 

ENG 307. Milton 4 hours 

This course will examine the major prose and poetry of John Milton and their 
place in 17th century English culture. Works studied will include Areopagitica, 
Lycidas, Samson Agonistes, and Paradise Lost. Prerequisites: COR 101, COR 102, 
and one 100-level English course. 

ENG 308. Special Topics in Poetry 4 hours 

This course will focus on particular poets, movements, styles, or periods. Pre- 
requisites: COR 101, COR 102, and one 100-level English course. 

ENG 309. Literature of the City and the Country 4 hours 

This course will concentrate on 19th and 20th century English and American 
literature in order to deepen the student's understanding and test the conceptions 
of the natural and the urban. Authors might include Wordsworth, Dickens, Thoreau, 
Woolf, and Frost. Prerequisites: COR 101, COR 102, and one 100-level English 
course. 

ENG 310. Special Topics in Fiction 4 hours 

English, American, and continental narrative prose will be examined in the 
context of theme, period, or genre. Prerequisites: COR 101, COR 102, and one 100- 
level English course. 

ENG 311. Ulysses 4 hours 

This course will focus on a thorough reading of Ulysses but might also examine 
other works by James Joyce, such as Dubliners, A Portrait of the Artist as a Young 
Man, and selections from Finnegans Wake. Prerequisites: COR 101, COR 102, and 
one 100-level English course. 

ENG 312. Special Topics in Literature and Culture 4 hours 

Courses relating literature with aspects of social and intellectual history or a 
particular issue or theme. Possible offerings may include women in literature, 
American civilization, African- American (or other ethnic) literature, popular cul- 
ture, the literature of a single decade, children's literature, and myth and folklore in 
literature. Usually offered in alternate years. Prerequisites: COR 101, COR 102, 
and one 100-level English course. 



139 



ENG 313. African-American Literary Traditions 4 hours 

This course surveys African-American literature and literary history. It begins 
with a close examination of the slave narrative and the African-American sentimental 
novel of the 19th century. An exploration is made of the literature of the Harlem 
Renaissance, followed by works like Ralph Ellison's Invisible Man and Richard Wright's 
Native Son. Finally, civil rights era literature and works by authors such as Gloria 
Naylor and Alice Walker will be examined. Prerequisites: COR 101, COR 102, and 
one 100-level English course, preferably Modern and Contemporary Literature. 

ENG 314. Special Topics in Major British and American Authors 4 hours 

An intensive study of between one and five British or American authors. Pre- 
requisite: COR 101, COR 102, and one 100-level English course. 

ENG 315. Vision, Violence, and Community in Milton, 

Blake, Whitman, and Yeats 4 hours 

This course will examine works by four major visionary poets. In the historical 
context of English civil war, the French Revolution, the American Civil War, and 
World War I and the Irish rebellions, they tried to envision for their cultures a 
restoration of community between the temporal and the eternal, the human and 
the divine. In times of fragmentation and crisis, each re-invented a traditional 
mythology. A study will be made of their individual visions to those collective myths 
and to personal struggles. Prerequisites: COR 101, COR 102, and one 100-level 
English course. 

ENG 330. Writing Poetry 4 hours 

In weekly assignments students will try free verse and various forms in the effort 
to discover and to embody more and more truly what they have to say. Much time 
will be spent reading published poets, responding to student work in class, and 
trying to generate language that reveals rather than explains intangible "mean- 
ings." Prerequisites: COR 101 and COR 102. 

ENG 331. Writing Prose, Fiction, and Nonfiction 4 hours 

Students will get instruction and substantial practice in writing fictional and 
nonfictional prose which aims at getting what Henry James called "a sense of felt 
life" onto the page. The class will follow a workshop format with weekly assign- 
ments, journal writing, extensive discussion of student work, and reading of pub- 
lished examples. Prerequisites: COR 101 and COR 102. 

ENG 401. Internship in English 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at Atlanta 
Magazine, The Knight Agency, and Peachtree Publishers. Graded on a satisfac- 
tory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and 
qualification for the internship program. 



140 



Environmental Studies - Dual Degree 

The Cooperative College Program coordinates the education of students at 
Oglethorpe University with graduate programs in environmental studies and natural 
resources offered by the Nicholas School of the Environment at Duke University. 
This program provides a unique combination of liberal and professional educa- 
tion well suited for those desiring to enter the fields of environmental studies or 
natural resources. Participating Oglethorpe students are accepted into either of 
two degree programs at Duke: the Master of Environmental Management (MEM) 
or the Master of Forestry (MF). The degree awarded is determined by the student's 
area of concentration at Duke. The program accommodates a wide range of 
undergraduate backgrounds, and experience indicates that students majoring in 
one of the natural or social sciences, pre-engineering, economics, or business ad- 
ministration are best suited for it. Although some students may prefer to complete 
the baccalaureate degree before undertaking graduate study at Duke, highly quali- 
fied students can reach a satisfactory level of preparation with three years of coor- 
dinated undergraduate study at Oglethorpe; all final admission decisions rest with 
the Nicholas School of the Environment. A Bachelor of Arts degree is awarded by 
Oglethorpe University upon successful completion of one year of study at Duke; 
after four semesters at Duke, in which at least 48 semester units of credit are 
earned, these students may qualify for one of the professional master's degrees. 

There are six areas of concentration for the professional master's degree pro- 
grams offered by the Nicholas School of the Environment: Coastal Environmental 
Management; Environmental Toxicology, Chemistry, and Risk Assessment; Re- 
source Ecology; Resource Economics and Policy; Water and Air Resources; and 
Forest Resource Management. The undergraduate course requirements are highly 
flexible for some areas of concentration; others are more stringent. All of the 
programs have the following requirements: 

1. Completion of the Oglethorpe University core courses. 

2. Training in the natural sciences or social sciences related to the student's 
area of interest in natural resources and environmental science. 

3. Completion of at least one introductory course in calculus - either Applied 
Calculus or Calculus I. 

4. Completion of a statistics course that includes descriptive statistics, prob- 
ability distributions, hypothesis testing, confidence intervals, correlation, 
simple linear regression and simple ANOVAs. Statistics at Oglethorpe ful- 
fills this requirement. 

5. A working knowledge of microcomputers for word processing and data 
analysis. Introduction to Computer Applications Software fulfills this re- 
quirement, although students with extensive experience with computers 
may have other options. 

Qualified students who have interests outside of the structured programs of 
the Nicholas School of the Environment are permitted to design individual pro- 
grams of study; all such individual programs are subject to approval by the Educa- 
tion Committee of the Nicholas School of the Environment. 

Note: Dual-degree students in environmental studies and natural resources may 
not use Oglethorpe financial aid assistance to attend Duke University. 



141 



Foreign Languages 



In order to study in any given foreign language, all students with previous study 
or experience in that language must take a language proficiency examination dur- 
ing Make the Connection weekend or immediately prior to fall registration. They 
will be placed in the course sequence according to their competence. Students are 
not eligible to enroll in elementary and intermediate courses in their primary 
language. 

Please refer to specific foreign languages in alphabetical order of this section 
for respective course offerings. 

FOR 201. Special Topics in Foreign Language, Literature, 

and Culture 4 hours 

A course in which advanced conversation or topical aspects of the literature and 
cultural phenomena of a language not regularly offered is explored. 

FOR 425. Internship in Foreign Language 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at the At- 
lanta Hispanic Chamber of Commerce, Georgia Council for International Visitors, 
and the Georgia Department of Industry, Trade, and Tourism. Graded on a satis- 
factory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor 
and qualification for the internship program. 



French 



A French major is designed to help the student become increasingly knowledge- 
able about the language, literature and cultures of the people who speak and live 
the French language. Courses that focus on developing language skills (reading, 
writing, listening comprehension, and speaking) are followed by more advanced 
study in literature, film, and civilization. Acquiring familiarity with culture in the 
French-speaking world is a goal throughout the program. The study of another 
language should provide the means to appreciate more fully the global community 
to which all of us increasingly belong. It should also furnish an insightful view of 
one's own culture and language. Students can pursue graduate degrees or prepare 
themselves for careers in international business or politics. 

The study of another culture and language is greatly enhanced by an experience 
studying and living where the language is spoken. French majors are therefore 
required to study and live in a French-speaking country for one semester after 
having completed an initial sequence of courses and before beginning advanced 



142 



classes in the language at Oglethorpe. This can be accomplished by participating in 
the exchange program with one of the University's partners in France or by making 
other suitable arrangements in consultation with the student's advisor. Native speak- 
ers of French may complete the study abroad portion of the major at Oglethorpe 
or through cross registration for courses at Atlanta Regional Consortium for Higher 
Education (ARCHE) institutions. 

French majors are also strongly recommended to consider courses in French 
and European history, or other related fields. 

All students with previous study or experience in French must take a language 
placement examination during Make the Connection weekend or immediately prior 
to fall registration. They will be placed in the course sequence according to their 
competence. Under no circumstances should students with past experience in the 
language place themselves in courses, especially at the elementary level. Students 
are not eligible to enroll in elementary and intermediate courses in their primary 
languages. 

Major 

Students who major in French must first complete the following requirements: 
FRE201 Intermediate French 
FRE 301 French Conversation and Composition 
FRE 302 French Lyric and Literary Prose 
Students will then complete a semester in an approved study abroad program, 
which should include a minimum of 12 semester hours. Returning students must 
complete three upper-level (300 or 400) courses in French. 

Elementary Spanish I or II, as determined through the Spanish placement test, 
is also required. It is recommended that this requirement be completed during the 
student's first two years. 

The degree awarded is the Bachelor of Arts. 

Minor 

A minor in French consists of these three obligatory courses: 

FRE 201 Intermediate French 

FRE 301 French Conversation and Composition 

FRE 302 French Lyric and Literary Prose 
One upper-level (300 or 400) course is required to complete the minor. Certain 
requirements may be met through an approved study abroad program. 

FRE 101, FRE 102. Elementary French I, II 4 plus 4 hours 

This course is beginning college French, designed to present a sound foundation 
in understanding, speaking, reading and writing contemporary French. Prerequi- 
site: None for FRE 101; FRE 101 required for FRE 102, or placement by testing. 

FRE 201. Intermediate French 4 hours 

This course involves further practice in developing oral and written skills. Intro- 
duction to a variety of unedited French texts will be included. Prerequisite: FRE 102 
or placement by testing. 

FRE 301. French Conversation and Composition 4 hours 

This course focuses on the development of oral skills through practice in group 



143 



settings and individual class presentations combined with weekly writing assign- 
ments in French to be revised on a regular basis. A study of style and grammatical 
forms used exclusively in the written language completes the course work. Prereq- 
uisite: FRE 201 or placement by testing. 

FRE 302. French Lyric and Literary Prose 4 hours 

Selected texts from French literature are studied as examples of prose, poetry 
and drama. Students will read original works from the French Renaissance and the 
classical and modern periods. Taught in French. Prerequisite: FRE 301 or place- 
ment by testing. 

FRE 401. Special Topics in French Language, Literature, and Culture .. 4 hours 

Topical aspects of the literature and cultural phenomena associated with the 
French language are explored in this course. Offerings will vary according to 
faculty and student interest. Prerequisite: FRE 301. 

FRE 402. The Modern French Republics and Their Institutions 4 hours 

A study of both political and cultural institutions in France from 1870 to the 
present with emphasis on the traditions established by the new republican govern- 
ment in the 1880s and the creation in 1958 of the Fifth Republic under which France 
is currently governed. Taught in French. Prerequisite: FRE 301. 

FRE 403. Franco-American Relations in Trade and Culture 4 hours 

This course is an orientation to French business and cultural communities and 
considerations of existing connections with their American counterparts. The 
course includes an introduction to business French. Guest lecturers are invited 
from the diplomatic and business community in the wider Atlanta area. Field trips 
are also organized to consulates, trade offices, and businesses. Taught in French. 
Prerequisite: FRE 301. 

General Science 

The physical science and biological science courses are appropriate for students 
who have a good background in algebra but a minimal one in other sciences. 
Students with excellent preparation in the sciences may elect one of the regular 
lecture-and-laboratory courses in biology, chemistry, or physics. 

GEN 101. Natural Science: The Physical Sciences 4 hours 

This topically-oriented course will examine the many facets of scientific investiga- 
tion. These include the underlying assumptions, the limitations, the provisional na- 
ture, and the power of the scientific process, as well as the influences of science on 
other aspects of human activity. Experimentation is the hallmark of scientific investi- 
gation. As such, laboratory experimentation will be a distinguishing feature of this 
course. Course time devoted to experimentation in the laboratory, as well as inside 
and outside the classroom, will intertwine with time devoted to discussion and lec- 
ture. Natural Science: The Physical Sciences will deal with a topic drawn from the 
physical sciences. These will include, but not be limited to: Chemistry, Cosmology, 
Descriptive Astronomy, History of Science, Meteorology, Modern Scientific Perspec- 
tives of the Universe, and Oceanography. Prerequisite: MAT 103 or by examination. 



114 



GEN 102. Natural Science: The Biological Sciences 4 hours 

This course is designed to examine the many facets of scientific investigation. 
Laboratory experimentation will be an important feature, with course time de- 
voted to experimentation in the laboratory as well as the classroom. Rather than a 
survey of the entire field of biology, this effort will be directed toward specific 
topics such as, but not limited to: Cancer, Cell Biology, Human Biology, Ecology, 
and Evolution. 

GEN 200. Internship in Science 1-4 hours 

An internship is designed to provide a formalized experiential learning opportu- 
nity to qualified students. The internship generally requires the student to obtain a 
faculty supervisor, submit a learning agreement, work 30-35 hours for every hour of 
academic credit, keep a written journal of the work experience, have regularly sched- 
uled meetings with the faculty supervisor, and write a research paper dealing with 
some aspect of the internship. An extensive list of internships is maintained by the 
Office of Experiential Education, including opportunities at Piedmont Hospital, The 
Centers for Disease Control and Prevention, and Accura Analytical Laboratory. 
Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the fac- 
ulty supervisor and qualification for the internship program. 

GEN 251. Science Seminar 1 hour 

This course is open only to students who are majoring in biology, chemistry or 
physics who have completed all of the first year course requirements in their major. 
The course is designed to give practice in the preparation, delivery, and discussion 
of scientific papers. One hour of credit is given per semester; the course may be 
scheduled at any time after the student has completed the freshman-level require- 
ments in the science major. Meetings of the science seminar are held a minimum of 
twice each month during the regular academic year. Each science major is expected 
to prepare, deliver, and defend a paper for at least one seminar meeting during the 
period of enrollment; other seminar papers will be presented by invited speakers, 
including members of the science faculty. Graded on a satisfactory/unsatisfactory 
basis during semesters when a presentation is not given; the semester during which 
a presentation is given is letter-graded. 

German 

All students with previous study or experience in German must take a language 
placement examination during Make the Connection weekend or immediately prior to 
fall registration. They will be placed in the course sequence according to their compe- 
tence. Under no circumstances should students with past experience in the language 
place themselves in courses, especially at the elementary level. Students are not eligible 
to enroll in elementary and intermediate courses in their primary languages. 

GER 101, GER 102. Elementary German I, II 4 plus 4 hours 

This course is beginning college German, designed to develop the ability to 
understand, speak, read, and write contemporary German. Prerequisite: None for 
GER 101; GER 101 required for GER 102, or placement by testing. 



145 



GER 201. Intermediate German I 4 hours 

This course will focus on practice in speaking and understanding German, ac- 
companied by a review of grammar. Reading and discussion of short literary texts. 
Prerequisite: GER 102 or placement by testing. 

GER 202. Intermediate German II 4 hours 

This course is a continuation of Intermediate German I with practice in spoken 
German and added emphasis on writing. Reading materials include both contem- 
porary topics and selections from literature. Video-taped materials provide fur- 
ther acquaintance with German speakers and culture. Prerequisite: GER 201 or 
placement by testing. 

GER 301, GER 302. Special Topics in German Language, Literature, 

and Culture I, II 4 plus 4 hours 

Topical aspects of the literature and cultural phenomena associated with the 
German language are explored in this two-semester sequence of courses. Prereq- 
uisite: GER 202. 

For a listing of foreign institutions and programs with which Oglethorpe has 
exchange agreements and affiliations, please see International Exchange Partner- 
ships/Study Abroad in the Educational Enrichment section of this Bulletin. Of 
particular interest to students of German is the Oglethorpe exchange agreement 
with the University of Dortmund. 

Greek 

All students with previous study or experience in Greek must take a language 
placement examination during Make the Connection weekend or immediately prior 
to fall registration. They will be placed in the course sequence according to their 
competence. Under no circumstances should students with past experience in the 
language place themselves in courses, especially at the elementary level. 

GRE 101, GRE 102. Attic Greek I, II 4 plus 4 hours 

These courses will introduce students to the grammatical and syntactical elements 
of the Attic dialect of 5th century Athens. Mastery of these materials will enable 
students to read works written by Thucydides, Sophocles, Plato, Aristotle, and other 
ancient authors of this period. Knowledge of Attic Greek will also provide a founda- 
tion for those wishing to study Homeric epic or The New Testament. Prerequisite: 
None for GRE 101; GRE 101 for GRE 102, or placement by testing. 



History 



The study of history introduces students to important events of the past and the 
people who played significant roles in them. Embracing the principal fields of 
liberal education, the study of history enlarges one's understanding of political 
organizations, geography, economic arrangements, social institutions, religious 
experiences and various forms of intellectual expression. 



146 



The history faculty at Oglethorpe University seeks to make its students aware of 
the constantly changing interpretations of the past and acquaint them with the 
increasing uses of the discipline in such fields as law, journalism, public relations, 
art, theology, diplomacy, and public service. Particular stress is placed on a mastery 
of the techniques of research, which enhance one's usefulness in many fields of 
professional life. Archival careers and postgraduate studies in history are options 
with which Oglethorpe students become familiar. 

Major 

Students majoring in history are required to take at least eight history courses. 
These must cover the following geographic areas and time periods (a course can 
simultaneously satisfy both one area and one time-period requirement): European, 
United States, and Latin American history; and ancient or medieval (before 1500), 
early modern (1500-1789), and modern (since 1789) history. At least one of these 
courses must have an emphasis on historiography - the study of historical methods 
and interpretations. Courses that satisfy this requirement include The Age of Chiv- 
alry, 800-1450, Early Modern Europe, The Age of Empire and Nationalism - Europe 
1848-1914, German History to 1800, German History Since 1800, The Fall of Rome 
and the Barbarians, or any other course specifically designated by the instructor. In 
addition, the student must also take Investigative Writing, one course in Asian Stud- 
ies, and at least one semester of a foreign language beyond the first-year level, or 
demonstrate the equivalent proficiency. The degree awarded is the Bachelor of Arts. 

Minor 

To complete a minor four courses must be taken. 

HIS 101. The Foundations of the West 4 hours 

This course will explore the history of the Western world from late antiquity to 
1600, focusing on the rise of the Christian civilizations of Eastern and Western 
Europe and Islamic civilization. Special consideration will be given to the compara- 
tive study of ideas, religion, political institutions, and patterns of social organiza- 
tion. Through the use of primary documents and critical scholarly works, students 
will gain first-hand knowledge of the tools and methods of historical research. 

HIS 102. The West and the Modern World 4 hours 

This course covers the history of Western civilization (defined as all the societies 
descended from medieval Christendom) since 1600, with the focus on its modern- 
ization after 1789. This process destroyed the relative homogeneity of the old 
regime and fragmented the West along two fault lines: 1) socio-economic modern- 
ization, which varied profoundly between rich capitalist societies (Germany, Britain, 
United States, Australia) and poor socialist, neo-feudal, or neo-mercantilist ones 
(Russia, Romania, Mexico, Brazil); and 2) political modernization, which could be 
liberal, communist, or fascist. Prerequisite: HIS 101. 

HIS 110. The Vikings and the Anglo-Saxons , 4 hours 

This course will examine the meteoric rise of the Scandinavians from obscurity 
to become the terror of Europe in the 8th through the 11th centuries. For pur- 
poses of comparison, a look will also be taken at the Vikings' more "civilized" 



147 



cousins, the Anglo-Saxons. While both medieval and modern historians have 
tended to draw a thick line between these two cultures, this course will suggest that 
both represent aspects of a general political, economic, and cultural zone in the 
Northern Seas. 

HIS 210. The Age of Chivalry, 800-1450 4 hours 

This course will cover the High and Later Middle Ages, from the later Carolingian 
period through the War of the Roses. The main focus will be on the evolution of 
state and society in northern and western Europe during these periods. Special 
attention will be given to such events as the rise of feudal monarchies, the Investi- 
ture Contest, the Norman Conquests, the Crusades, and the Hundred Years' War. 

HIS 211. The Renaissance and Reformation 4 hours 

Students will study the significant changes in European art, thought, and institu- 
tions during the period from 1300 to 1550. The course will focus on critical readings 
of primary sources from this era. 

HIS 212. Early Modern Europe 4 hours 

This course will examine the development of European society and politics from 
the end of the Reformation to the eve of the French Revolution. Special emphasis 
will be placed on the development of the modern state, the contest between abso- 
lutism and constitutionalism, and the Enlightenment. 

HIS 213. The Age of Revolution - Europe 

and the Atlantic World 1776-1849 4 hours 

The "old regime" (serfdom, rule by monarchs and nobles, and a politically 
powerful church) and an agrarian way of life had prevailed in much of Europe and 
the New World since the Middle Ages. From 1776 on, however, a series of upheav- 
als, such as the American and French revolutions, the Napoleonic Wars, the Latin 
American Wars of Independence, and the European revolutions of 1820-21, 1830- 
31, and 1848-49 had challenged the old order. This course studies the events of this 
dramatic period, including the Industrial Revolution and the rise of romanticism, 
socialism, nationalism, and liberalism. 

HIS 2 14. The Age of Empire and Nationalism -Europe 1848-1914 4 hours 

The six decades following the revolutions of 1848 were a period of remarkable 
power, prosperity, and creativity in Europe. New nation-states (Germany and Italy) 
were formed; old multiethnic empires (Russia and Austria-Hungary) seemed reju- 
venated; and Europeans acquired immense colonial empires. Meanwhile, industri- 
alization and modern science and art revolutionized European life and thought. 
However, this fusion of cultural and economic modernity with social and political 
conservatism concealed grave weaknesses that would lead, beginning in 1914, to 
the upheavals of world war, communism, and fascism. 

HIS 215. The Age of World War - Europe 1914-1945 4 hours 

This course examines the disasters that befell Europe in the three decades after 
1914: World War I; the Russian Revolution; the ill-fated Treaty of Versailles; the rise 
of Mussolini; the Great Depression; the dictatorships of Hitler and Stalin; the 



148 



spread of fascism in the 1930s; and World War II. The course discusses the reasons 
for the failure of the international order to prevent two horrific military conflicts, 
and for the failure of moderate forces in many European countries - including 
Russia, Germany, Italy, and Spain - to block the rise to power of violent and 
millenarian political forces. 

HIS 230. United States History to 1865 4 hours 

A survey from Colonial times to 1865, concerned mainly with the major domes- 
tic developments of a growing nation. 

HIS 231. United States History Since 1865 4 hours 

A survey from 1865 to the present, concerned with the chief events which ex- 
plain the growth of the United States to a position of world power. 

HIS 240. Latin America to Independence 4 hours 

Latin American history from the origins of pre-Columbian civilizations to inde- 
pendence will be examined by exploring: the origins and development of indig- 
enous societies in Mesoamerica and the Andes; the conquest and colonization of 
(what became) Spanish and Portuguese America; the nature of colonial control; 
the response of indigenous populations to colonial society, administration, and 
religion; and the developing tensions between Spaniards and Creole elites. The 
movement for independence, which arose from a variety of issues, created by con- 
trasting views and concerns of distant European authority and local cultural iden- 
tity, will be studied. Finally, the major challenges that faced the newly emergent 
Latin American nations will be considered. 

HIS 311. German History to 1800 4 hours 

The Holy Roman Empire of the German Nation has been derided by Voltaire as 
being none of the above. At the same time, the Empire provided the primary 
political organization of pre-Modern Germany, from the 10th century to the Napo- 
leonic Wars. This course ill survey the general history of the Empire from the 
Renaissance to the end of the 18th century. Special emphasis will be paid to the 
primary social and constitutional questions of German history. How was it pos- 
sible to balance the sovereignty of the individual states with the corporate needs of 
the Empire? Within the question lies a greater problem: How did this issue of a 
"balance of power" between the emperor and his estates relate to the general 
relations between rulers and the ruled? Prerequisite: Permission of the instructor. 

HIS 3 12. German History Since 1800 4 hours 

This course is a survey of German history in the 19th and 20th centuries, focus- 
ing on the unification of Germany in the 19th century, the Bismarckian state, the 
two world wars, the Weimar Republic, the Third Reich, and the division and subse- 
quent reunification of Germany after World War II. 

HIS 320. Russian History to 1861 4 hours 

This course studies the thousand years from the formation of the Kievan state 
until the abolition of serfdom. It covers the Mongol invasion, the rise of Muscovy, the 
reign of Ivan the Terrible and the Time of Troubles, Imperial Russia's Westernization 
under Peter the Great, and its apogee under Catherine the Great and her grandsons. 



149 



HIS 321. Russian History Since 1861 4 hours 

This course studies Russian history from the abolition of serfdom, which began 
Imperial Russia's last attempt to reform itself and stave off revolution, until the 
present. It also covers the 1905 and 1917 revolutions, the rise of communism, the 
era of Lenin and Stalin, and the fall of the communist system. 

HIS 330. Between World Wars: The United States, 1920-1945 4 hours 

During this period of war, prosperity, and depression, the United States under- 
went dramatic economic, political, social, and cultural changes. The interwar years 
witnessed the emergence of the United States as a world power, an increasingly 
sophisticated women's movement, the rise of mass production and mass consump- 
tion, and a variety of new challenges to social and economic policies. The Great 
Depression and the New Deal brought further challenges to traditional liberal 
political and economic assumptions as the federal government intervened in nearly 
every aspect of American life. World War II, then, again transformed the nation as 
it ushered in the "age of affluence" and cold wars in the international and domestic 
realms. Prerequisites: HIS 230 and HIS 231 or permission of the instructor. 

HIS 331. The Age of Affluence: The United States Since 1945 4 hours 

An interdisciplinary study of American life since World War II, this course will 
emphasize political, economic, and social developments. Foreign policy is consid- 
ered principally with respect to its impact on domestic affairs. 

HIS 335. Georgia History 4 hours 

This course is a chronological examination of the history of Georgia from the 
Colonial period to the 20th century. Emphasis is given to Old and New South 
themes, higher education development with attention to the history of Oglethorpe, 
the transition from rural to urban life, and Georgia's role in contemporary Ameri- 
can life. Prerequisites: HIS 230, HIS 231, or permission of the instructor. 

HIS 340. Dictatorship and Democracy in Latin America 4 hours 

This course will examine the roots, character, and impact of authoritarian rule - 
and resulting resistance movements - in Latin America. Included will be a look at 
the caudillos who competed for power after independence, the Liberal dictator- 
ships of the late 19th century, the Depression Dictators of the 1930s and Populist 
dictators of the 1940s and 1950s, and the rise of military-bureaucratic dictatorships 
in the 1960s and 1970s. An understanding will be sought for why almost all political 
orientations (Republicanism, Liberalism nationalism, Populism, and Communism) 
offered up a dictator as their champion at some point in Latin American history 
and how Latin American nations have been able to make a transition to democracy. 
Finally, consideration will be given to how dictatorships affect the everyday lives and 
perceptions of the people living under them and in their aftermath. Prerequisite: 
HIS 240 or permission of the instructor. 

HIS 350. Special Topics in History 4 hours 

Courses offered to respond to topical needs of the curriculum. Prerequisite: 
Permission of the instructor. 



150 



HIS 410. Ancient History and Ancient Historians 4 hours 

In this course the history of Greek and Roman civilizations will be studied 
through the writings of several ancient historians. The methods used by ancient, 
authors, their literary style, and the relation of their works to the specific historical 
context in which they were written will be examined. Special consideration will be 
given to the various philosophies of history that emerged in antiquity. Prerequisite: 
Permission of the instructor. 

HIS 411. The Fall of Rome and the Barbarians „„..„. 4 hours 

This course will examine the "fall" of the Roman Empire in late antiquity and the 
subsequent rise of barbarian kingdoms in Europe. The primary issue will be to 
determine whether the Roman Empire did in fact "fall" during this time, or whether 
the period actually marks a transition, the birth of Europe. The role of Christianity 
in the transformation of Europe will be a major focus of discussion, as well as other 
social, political, and economic issues. Prerequisite: HIS 410 or permission of the 
instructor. 

HIS 430. The American Civil War and Reconstruction 4 hours 

A course for advanced history students emphasizing the causes of conflict, the 
wartime period, and major changes that occurred. Prerequisites: HIS 230 and HIS 23 1 . 

HIS 431. United States Diplomatic History 4 hours 

This course is a study of major developments in American diplomacy from the 
end of the Revolution until 1945. Recommended prerequisites: HIS 230 and HIS 231. 

HIS 450. Independent Study in History 1-4 hours 

Supervised research on a selected topic. Prerequisite: Permission of the instructor. 

HIS 451. Internship in History 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at the At- 
lanta History Center, the Atlanta Preservation Center, and the Coosawattee 
Foundation archeological dig. Graded on a satisfactory/unsatisfactory basis. Pre- 
requisites: Permission of the faculty supervisor and qualification for the internship 
program. 



Individually Planned Major 



A student who wishes to pursue a course of study not included in one of the 
available majors may petition to receive permission to complete an individually 
planned major. 

Such a major must include at least 36 semester hours of course work beyond 
core requirements. At least 16 semester hours of the major must be completed in 
courses above the introductory level in a particular discipline. This discipline will be 



151 



defined as the major's concentration. Graded course work in the major must have 
a grade-point average of at least 2.0. Course work that is included in the individu- 
ally planned major may not be counted toward a second major or a minor. 

To apply for an individually planned major, the student, in consultation with his 
or her academic advisor, must complete an application, available at the Registrar's 
Office, to be approved by the chairperson of the division in which the proposed 
major's concentration is included and the Provost. This application should be 
submitted by the end of the second semester of the student's sophomore year. The 
application must specify the following: 

1. The major's coverage and definition. 

2. The observed or expected conceptual linkages among the concentration 
and the other subject(s) included in the major. 

3. The expected outcomes of the completion of the major in terms of the 
student's intellectual growth and plans for graduate study or career. 

After the student has secured written approval from his or her academic advi- 
sor, the chairperson of the division, and the Provost, the Provost will file the 
application in the Registrar's office. The Registrar will notify the student and the 
student's advisor of the acceptance of the proposal. 

The degree awarded upon successful completion of an approved individually 
planned major is Bachelor of Arts. 



Individually Planned Minor 



A student who wishes to pursue a course of study not included in one of the 
available minors may petition to receive permission to complete an individually 
planned minor. 

Such a minor must include 20 semester hours of course work, of which at least 
eight semester hours are in one discipline, which is the minor's concentration, and 
must be at the 300 or 400 level. Of the other 12 semester hours included in the 
minor, another eight must also be at the 300 or 400 level. Graded work in the minor 
must have a grade-point average of at least 2.0. Course work that is included in the 
individually planned minor may not be counted toward a major or another minor. 

To apply for an individually planned minor, the student, in consultation with his 
or her academic advisor, must complete an application, available at the Registrar's 
Office, to be approved by the chairperson of the division in which the proposed 
minor's concentration is included and the Provost. This application should be 
submitted by the end of the second semester of the student's junior year. The 
application must specify the following: 

1. The minor's coverage and definition. 

2. The observed or expected conceptual linkages among the concentration 
and the other subject(s) included in the minor. 

3. The expected outcomes of the completion of the minor in terms of the 
student's intellectual growth and plans for graduate study or career. 

After the student has secured written approval from his or her academic advi- 
sor, the chairperson of the division, and the Provost, the Provost will file the 
application in the Registrar's Office. The Registrar will notify the student and the 
student's advisor of the acceptance of the proposal. 



152 



Interdisciplinary Studies 



INT 301. Interdisciplinary Studies: Special Topics 4 hours 

These courses will focus on materials and topics that transcend the boundaries 
of specific academic disciplines and are not offered on a regular basis. Such courses 
have included Bioethics and Environmental Science. 

INT 303. The New American City. 4 hours 

The purpose of this course is to examine the problems and prospects of politics 
and policymaking in the new American city and its environs. Consideration will be 
given to the political and sociological significance of a number of the factors that 
characterize this new development, including: the extremes of wealth and poverty, 
the mix of racial and ethnic groups, and the opportunities and challenges provided 
by progress in transportation and technology. Offered annually. 

INT 304. Community Issues Forum: Principles into Practice 4 hours 

This course is taught as a weekly evening seminar focusing on a particular com- 
munity issue and accompanied by an issue-related, off-campus internship. To- 
gether with community leaders, alumni, and faculty, students analyze issues 
confronting stakeholders, collaborate on solutions, and present findings derived 
from their internship assignments. Students have interned with the state legisla- 
ture, local and state chambers of commerce, community food banks, arts organiza- 
tions, corporations, non-profit organizations, and a number of other community 
groups. Topics covered in previous years include: education, transportation, health 
care, and the environment. Prerequisite: Permission of the instructor. 

INT 401. Internship in Interdisciplinary Studies 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education. Graded on a satisfactory/unsatis- 
factory basis. Prerequisites: Permission of the faculty supervisor and qualification 
for the internship program. 

International Studies 

International studies is an interdisciplinary major which seeks to develop skills 
and perspectives essential to effective participation in the emerging multicultural 
business and social environment. The major helps to prepare students for careers 
in international commerce, the travel and convention businesses, international 
banking and finance, and government. The major also provides an appropriate 
undergraduate background for the professional study of business, public policy, 
and law. Students planning careers in international business or politics are strongly 
encouraged to satisfy the requirements of the major by taking International Eco- 
nomics. Students interested in this major should ask the Registrar to refer them to 



153 



a faculty advisor who specializes in this major. The degree awarded is the Bachelor 
of Arts. 

Requirements of the major include successful completion of 1 1 courses, three of 
which must be International Relations, United States Foreign Policy, and Economic 
Development or International Economics. 

Completion of five courses selected from the following also is required: 
BUS 370 International Business 

International Economics 

The Modern French Republics and Their Institutions 

Franco-American Relations in Trade and Culture 

The Age of World War - Europe 1914-1945 

Latin America to Independence 

German History Since 1800 

Russian History Since 1861 

Dictatorship and Democracy in Latin America 

Special Topics in History * 

United States Diplomatic History 

Independent Study in History * 

Independent Study in International Studies 

Internship in International Studies 

European Politics 

Asian Politics 

Politics in Japan 

Special Topics in Politics * 

Advanced Topics in International Relations 

Seminar in Politics and Culture * 

Independent Study in Politics * 

Spanish for International Relations and Business 

The Development of Latin American Cultures 

* Note: Special topics and independent study courses fulfill the requirements of 
the major only when they have a substantial international component. 

Students must complete two years of foreign language study or demonstrate the 
equivalent competence by examination. Students must also take one additional 
language course in which the foreign language is required for research, reading, or 
discussion. 

A study abroad experience is required. Note that no more than two courses may 
be counted toward major requirements from a study abroad program. Foreign 
students may count their residence at Oglethorpe as their study-abroad experi- 
ence. Please see International Exchange Partnerships/Study Abroad in the Educa- 
tional Enrichment section of this Bulletin. 

Students who receive financial aid at Oglethorpe should contact the Director of 
Financial Aid early in the pursuit of this major to determine available funding for 
the study abroad experience. 

Note: Students who graduated from a secondary school located abroad at which 
the language of instruction was not English have satisfied the foreign Ian 
guage requirement. They may satisfy the study abroad requirement via 
their residency in the United States. 



154 



ECO 423 


FRE 


402 


FRE 


403 


HIS 


215 


HIS 


240 


HIS 


312 


HIS 


321 


HIS 


340 


HIS 


350 


HIS 


431 


HIS 


450 


PWS 


400 


PNS 


401 


POL 


121 


POL 


131 


POL 331 


POL 350 


POL 411 


POL 431 


POL 450 


SPN 


305 


SPN 


410 



International Studies with Asia Concentration 

Like the general international studies major, this is a major designed to develop 
skills useful in cross-culturally oriented careers. Students achieve an Asia concen- 
tration by taking at least four courses that focus on the culture, politics, history or 
literature of nations in Asia in addition to a selection of more general courses that 
cover fundamental issues of international studies. The specialized knowledge that 
students gain through Asia-related course work helps to prepare them for careers 
in fields such as government, finance, and travel in this economically growing and 
culturally rich area of the globe. Combined with the other components of the 
international studies major, the Asia concentration will assist students with the 
necessary background for entry into graduate or professional schools in an Asian 
studies field. Students might go on to study in such areas as anthropology, politics, 
and international law or business. The degree awarded is the Bachelor of Arts. 

Requirements of the major include successful completion of the following five 
courses: 

ECO 327 Economic Development or 

ECO 423 International Economics 
POL 111 International Relations 
POL 131 Asian Politics 
POL 331 Politics in Japan 

POL 431 Seminar in Politics and Culture (Japan/ Asian concentration) 
Students must also take two of the following courses: 

JPN 301 Special Topics in Japanese Language, Literature, and Culture I 
POL 311 United States Foreign Policy 

Another Asian studies course at Oglethorpe or at another institution 
pre-approved by the student's advisor 
Students must also take one of the following courses: 
BUS 370 International Business 

Franco-American Relations in Trade and Culture 

Special Topics in History * 

Independent Study in History * 

Independent Study in International Studies 

Internship in International Studies 

European Politics 

Special Topics in Politics * 

Advanced Topics in International Relations 

Seminar in Politics and Culture (with a different focus than the 

one above) 
Independent Study in Politics * 
Culture and Society 
Any course in 20th century European history 

* Note: Special topics and independent study courses fulfill the requirements of 
the major only when they have a substantial international component. 

Students must take at least one 400-level course. 

Students must demonstrate at least a second year competence in an Asian 
language or be able to use an Asian language for research and writing in a class. A 



155 



FRE 


403 


HIS 


350 


HIS 


450 


INS 


400 


INS 


401 


POL 


121 


POL 


350 


POL 


411 


POL 


431 


POL 


450 


SOC 


308 



study abroad for one semester in an Asian nation is strongly urged. Please see 
International Exchange Partnerships/Study Abroad in the Educational Enrich- 
ment section of this Bulletin. Note that no more than two courses may be counted 
toward major requirements from a study abroad program. Foreign students whose 
native language is Asian may consider their residence at Oglethorpe as their study- 
abroad experience and their foreign language requirement satisfied. 

INS 400. Independent Study in International Studies 1-4 hours 

Supervised research on a selected topic. Prerequisite: Permission of the instructor. 

INS 401. Internship in International Studies 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at the South- 
ern Center for International Studies, the Georgia Department of Industry, Trade, 
and Tourism, Hispanic Chamber of Commerce, and the United States Department 
of State. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission 
of the faculty supervisor and qualification for the internship program. 



Japanese 



All students with previous study or experience in Japanese must take a language 
placement examination during Make the Connection weekend or immediately prior 
to fall registration. They will be placed in the course sequence according to their 
competence. Under no circumstances should students with past experience in the 
language place themselves in courses, especially at the elementary level. Students 
are not eligible to enroll in elementary and intermediate courses in their primary 
languages. 

Japanese Culture Minor 

A minor in Japanese culture consists of successful completion of Intermediate 
Japanese II. After completing the required language study, the student will take 
two other courses selected from the following: 

JPN 401 Modern Japanese Literature Through 1945 

JPN 402 Postwar Japanese Literature 

POL 131 Asian Politics 

POL 331 Politics in Japan 

POL 350 Special Topics in Politics: Asian Political Economy 
The language study option below is appropriate for students interested in going 
on to further study or research. Alternatively, students who wish to add a Japan 
component to their course of study but do not have plans to pursue further study 
may find the culture option more attractive. 



156 



Japanese Language Minor 

A minor in Japanese language consists of the following courses: 

JPN 101 Elementary Japanese I 

JPN 102 Elementary Japanese II 

JPN 202 Intermediate Japanese I 

JPN 203 Intermediate Japanese II 

JPN 301, JPN 302 Special Topics in Japanese Language, Literature, and 
Culture I, II 
This option is appropriate for students interested in going on to further study 
or research. Alternatively, the culture option described above may suit students 
not planning to pursue further study. 

Students in both Japanese culture and Japanese language are encouraged to 
spend at least one summer in Japan. They can also gain practical experience by 
pursuing internship opportunities with Japanese organizations and firms in the 
Atlanta area. Credit for these activities will be given on a case by case basis. At least 
half of the courses counted toward the minor must be taken at Oglethorpe. For a 
listing of foreign institutions and programs with which Oglethorpe has exchange 
agreements and affiliations, please see International Exchange Partnerships/Study 
Abroad in the Educational Enrichment section of this Bulletin. Of particular inter- 
est to students of Japanese is the Oglethorpe exchange agreement with Seigakuin 
University in Tokyo. 

JPN 101, JPN 102. Elementary Japanese I, II 4 plus 4 hours 

This course in beginning college Japanese is designed to develop the ability to 
understand, speak, read, and write contemporary Japanese. Prerequisite: None 
for JPN 101; JPN 101 for JPN 102, or placement by testing. 

JPN 202. Intermediate Japanese I 4 hours 

This course is a continuation of elementary Japanese, including vocabulary 
building, practice in writing Kana and Kanji Chinese characters, and conversa- 
tional exercises. Japanese manners are studied in class through use of the spoken 
language. Prerequisite: JPN 102 or permission of the instructor. 

JPN 203. Intermediate Japanese II 4 hours 

This course is a consolidation of all basic grammatical patterns, introduction of 
advanced grammatical structures, additional practice in reading and writing designed 
to prepare students for independent research using primary texts. Audio-visual mate- 
rials will be used extensively. Prerequisite: JPN 202 or permission of the instructor. 

JPN 301, JAP 302. Special Topics in Japanese Language, Literature, 

and Culture I, II 4 plus 4 hours 

A two-semester sequence of courses in which topical aspects of the literature 
and cultural phenomena associated with the Japanese language are explored. Pre- 
requisite: Permission of the instructor. 

JPN 401. Modern Japanese Literature Through 1945 4 hours 

This course surveys Japanese narrative literature from the first decades of Japan's 
modernization until the end of World War II. The development of narrative prose will 



157 



be studied, focusing on style, narrative structure and theme. How these texts both 
shaped and were shaped by the social and economic upheavals that characterized 
Japan's era of modernization and nation-building will also be considered. All readings 
will be in English, and no prior knowledge of the language or culture is required. 

JPN402. Postwar Japanese Literature 4 hours 

This course will trace the development of postwar literature in Japan from 1945 
up to the present. Topics of discussion will include how postwar intellectuals 
attempted to redefine human nature and social responsibility after years of total 
war; how writers responded to the atomic bombings; the impact of rapid economic 
growth on literature; the emergence of various notions of "postmodernism" and 
how they have changed the way writers view their task. A substantial number of 
readings will be by women and ethnic minorities. All readings will be in English. No 
prior knowledge of the language or culture is required. 

Latin 

All students with previous study or experience in Latin must take a language 
placement examination during Make the Connection weekend or immediately prior 
to fall registration. They will be placed in the course sequence according to their 
competence. Under no circumstances should students with past experience in the 
language place themselves in courses, especially at the elementary level. 

LAT 101, LAT 102. Elementary Latin I, II 4 plus 4 hours 

This course is beginning Latin, designed to present a foundation in classical 
Latin grammar and syntax and to introduce students to Roman literature and 
history. Prerequisite: None for LAT 101; LAT 101 required for LAT 102, or place- 
ment by testing. 

LAT 201, LAT 202. Special Topics in Latin Language, Literature, 

and Culture I, II 4 plus 4 hours 

Aspects of the literature and cultural phenomena associated with the Latin 
language are explored in this two-semester sequence of courses. Prerequisite: 
Permission of the instructor. 

Mathematics 

The major in mathematics is designed to provide the student with the math- 
ematical background necessary for graduate study or immediate employment. 
Courses in analysis, algebra, and other areas of modern mathematics introduce 
the student to the more theoretical aspects of mathematics which are essential for 
further study. In addition, the major provides fundamental tools for the analysis of 
problems in the physical, biological, and social sciences, as well as in such areas as 
economics and business. Students with mathematical training at the undergradu- 
ate level are sought by employers in business, government, and industry. Career 
opportunities for mathematics majors exist in such areas as computer program- 
ming, operations research, statistics and applied mathematics. 



158 



Note: For a description of the Mathematics Proficiency Requirement, which must 
be satisfied by all Oglethorpe students, please see the section of this Bulletin 
entitled Academic Regulations and Policfes. 

Major 

The object of the course of studies leading to a major in mathematics is to 
provide the student with a comprehensive background in classical analysis and a 
broad introduction to the topics of modern and contemporary mathematics. The 
following mathematics courses are required: Calculus I, Calculus II, Calculus III, 
Differential Equations, Discrete Mathematics, Linear Algebra, Abstract Algebra, 
Complex Analysis, and Special Topics in Mathematics. Although only one Special 
Topics in Mathematics course is required, mathematics majors are advised to take 
as many different Special Topics in Mathematics courses as possible during the 
junior and senior years. The degree awarded is the Bachelor of Science. 

Minor 

The required course work for a minor in mathematics consists of Calculus I, 
Calculus II, and Calculus III, plus two of the following: Differential Equations, 
Discrete Mathematics, Linear Algebra, Abstract Algebra, Complex Analysis, or 
Special Topics in Mathematics. 

Note: No student will be permitted to register for a mathematics course that is a 
prerequisite to a mathematics course for which the student has already 
received academic credit. 

MAT 101. Intermediate Algebra 4 hours 

The objective of this course is to equip students with the basic algebra skills 
which will prepare them for College Algebra. The course will offer students review 
and reinforcement of previous mathematics learning and provide mature students 
with a quick but thorough training in basic algebra skills. Topics include real 
numbers, polynomials and factoring, algebraic fractions, linear equations and in- 
equalities in one variable, exponents, radicals, complex numbers, second-degree 
equations and inequalities, functions, and exponential and logarithmic functions. 

MAT 102. College Algebra 4 hours 

The objective of this course is to equip students with the algebra skills needed 
for Analytic Geometry. Topics include algebraic expressions, equations and in- 
equalities, relations and their graphs, functions, exponential and logarithmic func- 
tions, polynomial and rational functions, and systems of equations and inequalities. 
Prerequisite: MAT 101 with a grade of "C-" or higher or by examination. 

MAT 103. Analytic Geometry 4 hours 

This course satisfies the Mathematics Proficiency Requirement. Every student 
will be required to either take or test out of this course. The objective of this course 
is to equip students with the skills needed for Calculus I, Applied Calculus, Statis- 
tics and Great Ideas of Modern Mathematics. The course is concerned with the 
relationship between the two principal branches of classical mathematics: algebra 
and geometry. Topics include plane analytic geometry, trigonometry, vectors in the 
plane, complex numbers, lines, circles, conic sections, transformation of coordi- 



159 



nates, polar coordinates, and parametric equations. Prerequisite: MAT 102 with a 
grade of "C-" or higher or by examination. 

MAT 111. Statistics 4 hours 

This course includes descriptive and inferential statistics with particular empha- 
sis upon parametric statistics, rules of probability, interval estimation, and hypoth- 
esis testing. Distributions that will be discussed include the normal, binomial, 
chi-square, t-distribution, and F-distribution. Additional topics include analysis of 
variance, regression and correlation analysis, goodness-of-fit, and tests for inde- 
pendence. Prerequisite: MAT 103 with a grade of "C-" or higher or by examina- 
tion. 

MAT 121. Applied Calculus 4 hours 

This is the recommended calculus course for students in business, economics, 
and the social sciences. The goal of this course is to present calculus in an intuitive 
yet intellectually satisfying way and to illustrate the many applications of calculus to 
the management sciences, business, economics, and the social sciences. Topics 
include functions, the derivative, techniques of differentiation, applications of the 
derivative, the exponential and natural logarithm functions, applications of the 
exponential and natural logarithm functions, the definite integral, and functions 
of several variables. Prerequisite: MAT 103 with a grade of "C-" or higher or by 
examination. 

MAT 131, MAT 132, MAT 233. Calculus I, II, III 4 plus 4 plus 4 hours 

This is the recommended calculus sequence for students in mathematics, the 
physical sciences, and computer science. The objective of these courses is to intro- 
duce the fundamental ideas of the differential and integral calculus of functions of 
one and several variables. Topics include limits, continuity, rates of change, deriva- 
tives, the Mean Value Theorem, applications of the derivative, curve sketching, 
related rates, maximization/minimization problems, area, integration, the Funda- 
mental Theorem of Calculus, inverse functions, logarithmic functions, exponential 
functions, techniques of integration, applications of integration to volumes and 
surface area, conic sections, sequences, series, vectors, lines, planes, vector-valued 
functions, curves, partial derivatives, multiple integrals, and vector fields. Prereq- 
uisite for MAT 131: MAT 103 with a grade of "C-" or higher or by examination. 
Prerequisite for MAT 132: MAT 131 with a grade of "C-" or higher or by examina- 
tion. Prerequisite for MAT 233: MAT 132 with a grade of "C-" or higher. 

MAT 241. Differential Equations 4 hours 

The objective of this course is to introduce the fundamental ideas of the theory 
of ordinary differential equations and to consider some of the applications of this 
theory to the physical sciences. Topics include equations of order one. applications 
of equations of order one, linear differential equations, linear equations with con- 
stant coefficients, nonhomogenous equations, undetermined coefficients, varia- 
tion of parameters, applications of equations of order two, and power series 
solutions. Prerequisite: MAT 233 with a grade of "C-" or higher. 

MAT 261. Discrete Mathematics 4 hours 

This course may be considered a general introduction to advanced mathematics 



160 



and provides excellent preparation for Linear Algebra. As such, it will consider 
various methods and techniques of mathematical proof. In addition, it will attempt 
to provide a good grounding in those areas of mathematics that the student will 
need for computer science courses. Some of these areas are logic, set theory, 
combinatorics, graph theory, and boolean algebra. This course is especially recom- 
mended for anyone who is considering a minor in mathematics. Prerequisite: MAT 
132 with a grade of "C-" or higher. 

MAT 351. Complex Analysis 4 hours 

The objective of this course is to introduce the fundamental ideas of the theory 
of functions of a complex variable. Topics include complex numbers, analytic 
functions, elementary functions, conformal mapping, complex integration, and 
infinite series. Prerequisite: MAT 233 with a grade of "C-" or higher. 

MAT 362. Linear Algebra 4 hours 

The objective of this course is to introduce the fundamental ideas of linear 
algebra. Topics include linear equations, matrices, determinants, vector spaces, 
inner products, linear transformation, eigenvalues, and eigenvectors. Prerequi- 
site: MAT 132 with a grade of "C-" or higher. It is recommended that students take 
MAT 261 before taking this course. 

MAT 463. Abstract Algebra 4 hours 

The objective of this course is to introduce the fundamental ideas of modern 
algebra. Topics include sets, mappings, the integers, groups, rings, and fields. 
Prerequisite: MAT 362 with a grade of "C-" or higher. 

MAT 471. Special Topics in Mathematics 4 hours 

Selected topics in advanced mathematics are offered such as Real Analysis, 
Topology, Set Theory, Number Theory, Probability Theory, Abstract Algebra II, 
and Differential Geometry. Prerequisites will depend on the topic but will include 
a minimum of MAT 233 with a grade of "C-" or higher, MAT 362 with a grade of "C- 
" or higher, and permission of the instructor. 

MAT 481. Independent Study in Mathematics 1-4 hours 

Supervised research on a selected topic in mathematics. Prerequisite: Permis- 
sion of the faculty supervisor. 

Mathematics and Computer Science 

Since its inception as an academic discipline, computer science has been closely 
associated with mathematics. Many of the field's pioneers are mathematicians by 
training. Indeed, modern computer science would not be possible without the 
existence of a number of mathematical developments once thought to be entirely 
theoretical in nature. 

The interdisciplinary major in mathematics and computer science is designed to 
acquaint students with the various linkages between computer science and math- 
ematics and to enable students to understand more thoroughly their primary 
discipline, whether it is mathematics or computer science. Rigorous training in 
mathematical thinking will provide the computer science student with essential 



161 



analytical tools and mental discipline, while the problem-solving skills that will be 
sharpened in the process of developing algorithms for computer applications will 
prove to be beneficial to students in mathematics. Students will become familiar 
with ways in which modern computational tools have made possible work in math- 
ematics that would otherwise be prohibitively laborious. Understanding of the 
many mathematical structures that are essential to effective development and utili- 
zation of processes in computer science will be enhanced. The degree awarded is 
the Bachelor of Science. 

Requirements of the major include completion of the following courses, all with 
a grade of "C-" or higher: 

MAT 131 Calculus I 

MAT 132 Calculus II 

MAT 233 Calculus III 

MAT 241 Differential Equations 

MAT 261 Discrete Mathematics 

CSC 242 Principles of Computer Programming in Pascal or 

CSC 243 Principles of Computer Programming in C+++ 
MAT 362 Linear Algebra 
MAT 463 Abstract Algebra 

CSC 342 Introduction to Data Structures in Ada 
Completion of three of the following courses also is required: 

CSC 240 Introduction to Computer Applications Software or 
CSC 241 Introduction to Computer Science Using Visual BASIC or 
CSC 242 Principles of Computer Programming in Pascal or 
CSC 243 Principles of Computer Programming in C++ or 
CSC 244 Principles of Computer Programming in Java 
CSC 344 Principles of File Processing in COBOL 
CSC 440 Principles of Object-Oriented Programming in C++ 
CSC 441 Assembly Language and Computer Architecture 
CSC 442 Topics in Computer Science 

Music 

The music curriculum includes courses in music history, music theory, ensemble 
performance, and applied lessons. 

Minor 

To complete a minor in music a student must successfully complete the following: 

MUS 231 Music Theory I 

MUS 232 Music Theory II 

MUS 331 History of Music I 

MUS 332 History of Music II 
A total of four semester hours of University Singers and/or Applied Instruction 
in Music also must be taken. 

MUS 134. University Singers 1 hour 

This is an auditioned, mixed-voice concert choir, which is the primary musical 
ensemble for the study and performance of sacred and secular choral music. The 



162 



University Chorale, an auditioned chamber choir, is chosen from members of the 
University Singers. Prerequisites: An audition and permission of the instructor. 

MUS 135. Beginning Class Voice 1 hour 

This course is an introduction to the basics of singing which includes posture, 
breath pressure, phonation, diction, tone, and intonation. A variety of easy vocal 
literature will be studied and performed. Prerequisite: Permission of the instructor. 

MUS 136. Applied Instruction in Music 1 hour 

The study and practice of techniques and literature on an individual basis. 
Prerequisite: Permission of the instructor. 

MUS 231. Music Theory 1 4 hours 

This course is a study of the materials and structure of music using musical 
examples from the Romanesque period to the 20th century, including elementary 
composition. Listening assignments, ear training, and computer drill time are 
assigned and discussed with each student. Prerequisite: Permission of the instruc- 
tor. 

MUS 232. Music Theory II 4 hours 

This course is a continuation of Music Theory I using musical examples from all 
the musical periods, including composition. Listening assignments, ear training, 
and computer drill time are assigned and discussed with each student. Prerequi- 
site: MUS 231 or permission of the instructor. 

MUS 331. Music History I 4 hours 

This course is a study of music with analysis of representative works beginning 
with Greek music and continuing through the Classical period. Prerequisite: Per- 
mission of the instructor. 

MUS 332. Music History II 4 hours 

This course is a study of music with analysis of representative works beginning 
with Beethoven and continuing through the 20th century. Prerequisite: MUS 331 
or permission of the instructor. 

MUS 430. Special Topics in Music 4 hours 

This course will be a study of a selected topic in music, such as Women in Music, 
World Music, African-American Composers, Basic Techniques of Conducting, 
Masterpieces of Choral Literature, Fundamentals of Music, Acoustics, and Music 
and the Media. Prerequisite: COR 103 or permission of the instructor. 

MUS 431. Independent Study in Music 1-4 hours 

This course is supervised research on a selected project or paper. It provides 
students an opportunity to study and analyze in depth a specific musical style, 
composer, work, etc. Prerequisite: Permission of the instructor. 



163 



Philosophy 



The mission statement of Oglethorpe University states that Oglethorpe gradu- 
ates should be "humane generalists" with the intellectual adaptability which is needed 
to function successfully in changing and often unpredictable job situations. The 
philosophy program at Oglethorpe accomplishes this goal by fostering those abili- 
ties of critical thinking and intellectual flexibility required in virtually any profes- 
sional career. 

Philosophy, in the broadest meaning of this term, is the attempt to think clearly 
about the world and the place of human beings in it. This activity is a response to 
questions which arise because the various areas of human life, such as science, art, 
morality, and religion, often do not seem to be intelligible in themselves or to fit 
with one another. A philosophical world view, such as the philosophy of Plato or 
the philosophy of Descartes, represents an attempt to think through these difficul- 
ties and to arrive at a single, coherent vision of how reality is and how human beings 
should relate to it. 

The study of philosophy is a noble and worthwhile activity in its own right for the 
enlightenment which it can provide about questions which should be of interest to 
everyone. It is important, however, that the philosophy major also be effective at 
imparting those general skills which are crucial for most professions. Philosophy 
students learn how to read and understand abstract and often very difficult argu- 
ments. They also learn to think critically and independently, to develop their own 
views, and to express their insights in clear, articulate spoken and written prose. 
Such skills are important for almost any profession and are especially useful for 
business and law. 

Major 

The philosophy major consists of nine courses in philosophy, at least two of 
which must be Level III courses. 

Students majoring in philosophy are strongly encouraged to undertake foreign 
language study while at Oglethorpe, perhaps by choosing the language option of 
the semiotics requirement in the core curriculum. Such study is especially desirable 
for students who plan to do graduate work in philosophy. Students who have 
attained some proficiency in a foreign language may make use of this ability by 
adding one semester hour of foreign language credit to certain philosophy courses. 
For example, a student might add one semester hour of credit to the Nietzsche 
course by reading some parts of Nietzsche's writings in the original German, or add 
one semester hour of credit to the Plato course by reading portions of Plato's 
dialogues in Greek. Most philosophy courses at Oglethorpe are suitable for such 
foreign language supplementation. Credit for such extra study will be arranged 
between the student and the instructor. The degree awarded is the Bachelor of 
Arts. 

Minor 

The philosophy minor consists of any five courses in philosophy. 

Philosophy courses need not be taken in a rigid sequence. Any philosophy 
course should improve a student's overall philosophical abilities and thereby 



1IV4 



strengthen the student's performance in any subsequent philosophy course. The 
courses are, however, classified by the difficulty of the reading involved and the 
amount of philosophical training and background which is advisable. 

Level I courses are suitable for students who have no background in philosophy 
and may serve as an introduction to the study of philosophy. 

PHI 101. Significance of Human Life - Western Responses 4 hours 

This course introduces the student to Western philosophy through the ques- 
tion of whether human life as a whole has any ultimate meaning or significance 
outside of individual desires. This question will be considered by studying Ecclesiastes, 
The Book of Job, the philosophy of Socrates in Plato's Euthyphro, Apology, and Crito, 
Lucretius,' On the Nature of Things, and Hume's Dialogues Concerning Natural Religion. 

PHI 102. Significance of Human Life - Eastern Responses 4 hours 

Here the student is introduced to non-Western philosophy through a study of 
some Asian responses to the question of human significance. Students will study 
four thinkers who are different from one another but who are all important in the 
Asian intellectual tradition. By studying these four in some depth, students will be 
able to contrast their own Western philosophical background with something quite 
different from it. Students are encouraged but not required to take PHI 101 and 
PHI 102 as a two-semester sequence. 

PHI 103. Logic 4 hours 

This course is an introduction to both logical thinking and thinking about logic. 
It is divided into three parts: informal logic (a study of logical fallacies in thinking), 
formal logic (a primer to develop literacy in symbolic logic), and the philosophy of 
logic (exactly what is logic?). 

Level II courses are for students who have some philosophical background, to the 
extent of at least one Level I course. 

PHI 201. Classical Ethical Theory 4 hours 

This is the first semester of a year-long course on the history of ethical theory. 
What ways does the Western tradition offer us to think about goodness and value? 
What ought I to do? The first semester will pursue these questions by comparing 
Plato's transcendent approach to the question of ultimate value with Aristode's 
this-worldly claims about the source of value. The course will also include the 
ethical philosophies of Hume and Kant. 

PHI 202. Contemporary Ethical Theory 4 hours 

In this second semester course on the history of ethical theory, students will 
read several contemporary works concerning the nature of the ethical. Works will 
be drawn from both the analytic and the Continental traditions and an effort will 
be made to put the two traditions into dialogues with each other. Students are 
encouraged, but not required to take PHI 201 and PHI 202 as a two-semester 
sequence. 



165 



PHI 203. Philosophy of Law 4 hours 

This course will attempt to answer three questions: What is law? What is justice? 
What is the relationship between law and justice? To this end, students will read 
four seminal figures: Plato, Kant, Rawls, and Derrida. The course will conclude 
with a case study of the philosophical issues involved in constitutional privacy. 

PHI 204. Plato 4 hours 

This course is a study of the philosophy of Plato through a reading of his major 
dialogues. In addition to the "Socratic" dialogues, readings will include the Phaedo, 
Phaedrus, Symposium, Republic, and Timaeus. 

PHI 205. Aristotle 4 hours 

This course is a study of the philosophy of Aristotle through a reading of his 
major works. Readings will include portions of the Logic, Physics, DeAnima, Meta- 
physics, and Nicomachean Ethics. 

PHI 206. The Rise of Christian Thought 4 hours 

This course involves a study of the distinctively Christian view of human nature 
and the human situation, as developed primarily by Paul and Augustine and con- 
tinued in later thinkers such as Martin Luther. Students will consider the philo- 
sophical theories of Antiquity to which the Christian doctrines were a response, 
and the adequacy and persuasiveness of the Christian answer to them. Readings 
will include the Gospels, the letters of St. Paul, and St. Augustine's Confessions, On 
the Free Choice of the Will, and parts of The City of God. 

PHI 207. Political Philosophy I: Ancient and Medieval 4 hours 

This is an examination of the origins of philosophical reflection on the funda- 
mental issues of politics, which is designed to lead to the critical consideration of 
the political views of our time. Among the topics discussed are the relationship 
between knowledge and political power and the character of political justice. Por- 
tions of the works of Aristophanes, Plato, Aristotle, Aquinas, and Alfarabi are 
examined. Prerequisite: COR 201 or permission of the instructor. 

PHI 208. Political Philosophy II: Modern 4 hours 

This is a critical examination of the peculiarly modern political and philosophi- 
cal stance beginning where Political Philosophy I concludes. Among the authors 
discussed are Machiavelli, Hobbes, Rousseau, Kant, and Kojeve. Prerequisite: PHI 
207 or permission of the instructor. 

PHI 301. Philosophy of Art (Aesthetics) 4 hours 

This course will attempt to trace the philosophic underpinnings of the move- 
ment within art toward non-representational art. The course begins with Kant's 
third Critique and includes readings by Hegel, Heidegger, Derrida, and several 
others. Students will also read several works by artists themselves, including 
Kandinsky, Francis Bacon, and Anselm Kiefer. 

PHI 302. Knowledge and Scepticism (Epistemology) 4 hours 

This course will cover various issues concerned with the nature and validity of 
human knowledge. The topics studied will include the distinction between knowi- 



ng 



edge and belief, arguments for and against scepticism, perception and our knowl- 
edge of the physical world, and the nature of truth. 

PHI 303. Space, Time, and God 4 hours 

This course examines our conception of the universe as a totality, both in its own 
nature and in relation to an external cause. We will consider whether space and 
time are "absolute" realities or only systems of relations among objects, whether 
they are finite or infinite, and whether or not there logically could exist space-time 
universes in addition to our own. The course will conclude with the question of 
whether our space-time universe is self-sufficient or requires an ultimate cause or 
explanation (God) outside of itself. 

PHI 304. Philosophy of Mind 4 hours 

This course involves the study of philosophical questions about the nature of 
human persons. Students will examine: 1) The mind-body problem - the nature of 
the mind and consciousness, and the relation of consciousness to physical pro- 
cesses within the body; 2) Personal identity - what makes a person one mind or 
subject both at a single moment and over time; and 3) Free will - the status of a 
person as a free agent and the relation of this freedom to the causally determined 
processes in the person's body. 

PHI 305. Nietzsche 4 hours 

In this course students will study the philosophy of Nietzsche through a reading 
of his major works, including The Birth of Tragedy, The Uses and Abuses of History for 
Life, Thus Spake Zarathustra, Beyond Good and Evil, Twilight of the Idols, and The Anti- 
Christ. Students will also study some contemporary and influential readings of 
Nietzsche. 

PHI 306. African Philosophy 4 hours 

Taking African philosophy as a case study of post-colonial thought, students will 
study the African critique of traditional modes of philosophizing. The authors 
read will include Cesaire, Senghor, Sartre, Mudimbe, Appiah, Achebe, Soyinka, 
Ngugi wa Thiong'o, and Victor Turner. 

PHI 320. Special Topics in Philosophy: Philosophers 4 hours 

Intensive study of the thought of a single important philosopher or group of 
philosophers. 

PHI 321. Special Topics in Philosophy: Philosophical Issues 

and Problems 4 hours 

Studies of selected philosophical questions usually of special relevance to the 
present day have included courses such as Philosophy of History, War and Its 
Justification, and Philosophical Issues in Women's Rights. 

PHI 322. Independent Study in Philosophy 1-4 hours 

Supervised research on a selected topic. Prerequisite: Permission of the instructor. 



167 



PHI 323. Internship in Philosophy 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at the 
American Civil Liberties Union, the Georgia Attorney General's Office, and Geor- 
gia Justice Project. Graded on a satisfactory/unsatisfactory basis. Prerequisites: 
Permission of the faculty supervisor and qualification for the internship program. 

Level III courses are the most difficult and challenging and are for students who 
have significant philosophical background, to the extent of at least one or two 
Level II courses. 

PHI 401. The Philosophical Response to the Scientific Revolution 4 hours 

This course is a study of the philosophical systems of Hobbes, Descartes, Spinoza 
and Leibniz. Each of these philosophies is an attempt to come to terms with the 
scientific picture of the world which had been given to the West by Copernicus and 
Galileo. The course begins with the materialist philosophy of Hobbes, followed by 
Descartes' dualistic (between mind and matter) view of the created world, and then 
considers Spinoza's pantheistic monism and Leibniz's idealistic atomism as re- 
sponses to the difficulties in the Cartesian philosophy. 

PHI 402. Kant's Critique of Pure Reason 4 hours 

A study of Kant's theoretical philosophy, his "metaphysics of experience," through 
a reading and analysis of his major work. An attempt will be made to discover which 
portions of Kant's philosophy can be accepted as valid and true in the light of 
present-day philosophy and science. 

PHI 403. Heidegger's Being and Time 4 hours 

This course involves a close and patient reading of one of the most important 
and difficult works of Continental philosophy. An effort will be made to avoid 
speaking "heideggerianese" and to translate the dense language of the text into a 
way of speaking accessible to students. 

PHI 404. Contemporary French Philosophy 4 hours 

It has been argued that the most provocative developments in the current devel- 
opment of German philosophy have been the French readings of now classic Ger- 
man writers such as Kant, Hegel, Marx, Nietzsche, Freud, and Heidegger, to name 
a few. Students will attempt to test this thesis by reading some representative and 
challenging texts. The authors studied may include Bataille, Foucault, Deleuze, 
Derrida, Althusser, Blanchot, and others. 



168 



Physical Fitness 



PHF 101. Physical Fitness for Living 4 hours 

This course encompasses a wide range of physical fitness components including 
cardiorespiratory endurance, muscle strength and endurance, body composition, 
and nutrition. Strong emphasis is placed on coronary disease with regard to con- 
trollable and uncontrollable risk factors. The course features guest speakers in- 
cluding a nutritionist, a sports medicine specialist, an athletic trainer and the 
University nurse for blood pressure and heart rate evaluation. Combination lec- 
ture and laboratory exercises include flexibility, stress management, and resting 
and exercise heart rates. The class uses self-assessments and is designed around 
individual interests in order to help the student identify strengths and weaknesses 
toward a healthier lifestyle. 



Physics 



The physics curriculum is designed to provide well-rounded preparation in 
classical and modern physics. The successful completion of this program will pre- 
pare the graduate to gain admission to one of the better graduate programs in 
physics or a related scientific field, or to secure employment in a technical, scien- 
tific, or engineering setting. 

A grade of "C-" or higher must be obtained in each freshman- and sophomore- 
level science course that is required for this major or minor; these courses are 
numbered 100 through 300 in each discipline. A grade-point average of 2.0 or 
higher is required in all courses required for the major. 

Students who are interested in scientific illustration are encouraged to consider 
the Scientific Illustration Tracks that are offered within the art major which is 
described above. 

Major 

The requirements for a major in physics are as follows: College Physics I and II 
taken after or concurrently with Calculus I and II (preferably in the freshman year); 
Classical Mechanics I and II taken after or concurrendy with Calculus III (suggested 
for the sophomore year); Thermal and Statistical Physics; Modern Optics; Modern 
Physics I and II; Electricity and Magnetism I and II; Mathematical Physics; and 
Special Topics in Theoretical Physics or Special Topics in Experimental Physics. In 
addition, all physics majors must take two semesters of Science Seminar with a 
paper required in the second semester. Examination is generally required to trans- 
fer credit for any of these courses. The degree awarded is the Bachelor of Science. 

Minor 

A minor in physics is offered to provide students with an opportunity to 
strengthen and broaden their educational credentials either as an end in itself or as 
an enhancement of future employment prospects. The requirement for the physics 
minor is 12 semester hours of physics course work numbered PHY 202 or higher. 



169 



PHY 101, PHY 102. General Physics I, II 3 plus 3 hours 

An introductory course without calculus. Fundamental aspects of mechanics, heat, 
light, sound, and electricity are included. The text will be on the level of Miller, College 
Physics. Three lectures and three hours of laboratory per week. Prerequisite: MAT 103; 
PHY 101 must precede PHY 102. Corequisites: PHY 101L and PHY 102L. 

PHY 201, PHY 202. College Physics I, II 4 plus 4 hours 

Introductory physics with calculus. Subject matter is the same as in general 
physics but on a level more suited to physics majors, engineering majors, etc. One 
year of calculus as a prerequisite is preferred, otherwise calculus must be taken 
concurrently. The text will be on the level of Halliday and Resnick, Fundamentals of 
Physics. Prerequisite: PHY 201 with a grade of "C-" or higher must precede PHY 
202. Corequisites: PHY 101L and PHY 102L. 

PHY 101L, PHY 102L. Introductory Physics Laboratory I, II 1 plus 1 hour 

Introductory physics laboratories to accompany PHY 101, 102, 201 and 202. 

PHY 211, PHY 212. Classical Mechanics I, II 4 plus 4 hours 

This is the student's first introduction to theoretical physics. Lagrangian and 
Hamiltonian methods are developed with Newton's laws of motion and applied to 
a variety of contemporary problems. Emphasis is placed on problem work, the 
object being to develop physical intuition and facility for translating physical prob- 
lems into mathematical terms. The text will be on the level of Analytical Mechanics by 
Fowles. Prerequisites: MAT 132 and PHY 202 with a grade of "C-" or higher in each 
course. A grade of "C-" or higher must be earned in PHY 211 before taking PHY 
212. 

PHY 232. Fundamentals of Electronics 3 hours 

This course is designed primarily for science majors and dual degree engineer- 
ing students. Coverage includes DC and AC circuits, semi-conductor devices, am- 
plifiers, oscillators, and digital devices. The intent is to provide a working 
understanding of common instrumentation in science and technology. Prerequi- 
site: PHY 102 or PHY 212 with a grade of "C-" or higher. 

PHY 232L. Electronics Laboratory 1 hour 

The laboratory component of PHY 232. 

PHY 331, PHY 332. Electricity and Magnetism I, II 4 plus 4 hours 

A thorough introduction to one of the two fundamental disciplines of classical 
physics, using vector calculus methods. After a brief review of vector analysis, the 
first semester will treat electrostatic and magnetic fields and provide an introduc- 
tion to the special theory of relativity. The second semester will develop electrody- 
namics, including Maxwell's equations, the propagation of electromagnetic waves, 
radiation, and the electromagnetic theory of light. The treatment will be on the 
level of the text of Reitz, Milford, and Christy. It is recommended that MAT 241 be 
taken concurrently. Prerequisites: MAT 233 and PHY 202 with a grade of "C-" or 
higher in each course; PHY 331 must precede PHY 332. 



170 



PHY 333. Thermal and Statistical Physics 4 hours 

The purpose of this course is to provide physics, engineering, and chemistry 
majors with a fundamental understanding of heat and the equilibrium behavior of 
complex systems. Topics will include the zeroth, first and second laws of thermody- 
namics with applications to closed and open systems; microcanonical and canonical 
ensembles for classical and quantum systems, with applications to ideal gases, 
specific heats, blackbody radiation, etc.; the kinetic description of equilibrium prop- 
erties. Text will be on the level of Kestin and Dorfman or Zemansky. Prerequisites: 
MAT 132 and PHY 202 with a grade of "C-" or higher in each course. 

PHY 333L. Thermal and Statistical Physics Laboratory 1 hour 

Laboratory work will emphasize classic experiments such as the ballistic pendu- 
lum, hard sphere scattering, the Millikan oil drop experiment, the Michelson inter- 
ferometer, etc. Emphasis also will be placed on measuring fundamental constants 
such as the speed of light, h, G, e and e/m. Corequisite: PHY 333. 

PHY 335. Introduction to Modern Optics 3 hours 

A standard intermediate-level optics course which will treat the basics of wave 
theory and the electromagnetic origin of optical phenomena, geometrical optics, 
physical optics including Fourier optics, Fraunhofer and Fresnel diffraction, and 
dispersion. The course will conclude with some consideration of current topics 
such as holography, quantum optics, and non-linear optics. Prerequisites: MAT 
241 and PHY 202 with a grade of "C-" or higher in each course. 

PHY 335L. Modern Optics Laboratory 1 hour 

This laboratory accompanies course PHY 335. 

PHY 421, PHY 422. Introduction to Modern Physics I, II 3 plus 3 hours 

For physics, engineering, and chemistry majors, this is a one-year sequence that 
discusses the most important developments in 20th-century physics. The first se- 
mester will review special relativity and treat the foundations of quantum physics 
from a historical perspective, the quantum theory of one-electron atoms will be 
developed. In the second semester, there will be a treatment of many-electron 
atoms, molecules, and solids, with an introduction to nuclear and elementary par- 
ticle physics. The text will be on the level of Eisberg and Resnick, Quantum Physics. 
Prerequisites: PHY 202 and PHY 332; PHY 421 must precede PHY 422. 

PHY 42 1L. Modern Physics Laboratory I 1 hour 

Laboratory work will emphasize modern physics in areas such as microwave 
optics, superconductivity, measurements of magnetic fields, electron spin reso- 
nance, the Franck-Hertz experiment, laser optics, etc. Corequisite: PHY 421. 

PHY 422L. Modern Physics Laboratory II 1 hour 

Laboratory work to accompany course PHY 422. 

PHY 423. Mathematical Physics 4 hours 

This course will examine a variety of mathematical ideas and methods used in 
physical sciences. Topics may include: vector calculus; solutions of partial differen- 



171 



tial equations, including the wave and heat equations; special functions; eigen value 
problems; Fourier analysis and mathematical modeling, particularly numerical com- 
puter methods. Prerequisite: MAT 241 with a grade of "C-" or higher. 

PHY 431. Special Topics in Theoretical Physics 1-4 hours 

Topics to be chosen in accordance with the student's interest include Laser 
Physics, Plasma Physics, Theory of the Solid State, Nuclear and Particle Physics, 
Astrophysics, and Cosmology. 

PHY 441. Special Topics in Experimental Physics 1-4 hours 

Topics to be chosen in accordance with the student's interest in experimental 
physics. 

PHY 499. Independent Study in Physics 1-4 hours 

Supervised study of a topic of interest to the student, which is not treated in the 
regularly scheduled course offerings. Prerequisite: Permission of the instructor. 

Politics 

The study of politics at Oglethorpe University focuses on the interpretation of 
events, both past and current, from a perspective informed by the study of political 
thought and institutions. In addition, students in this discipline develop their ca- 
pacity to compare analogous cases and to generalize. The ability to read difficult 
texts carefully and thoughtfully is especially important in political philosophy 
courses. Students of politics develop some tolerance for ambiguity and disagree- 
ment, while at the same time learning to appreciate the difference between in- 
formed and uniformed opinion. The study of politics provides good training for 
life in a world that, for better or worse, is shaped profoundly by political institu- 
tions. It is especially appropriate for those interested in careers in law, business, 
teaching, journalism, and government. 

To engage in career exploration and to learn more about practical politics, 
majors are encouraged to seek internships. Oglethorpe's location in metropolitan 
Atlanta means that a diverse array of internships is readily available to students. In 
recent years, students have taken advantage of tne Georgia Legislative Intern and 
Governor's Intern Programs, working with the Georgia State Legislature, the De- 
partment of Industry, Trade, and Tourism, and the League of Women Voters, 
among others. The University's Office of Experiential Education also is prepared 
to help students identify and develop interesting internships. In addition, the Uni- 
versity is able to arrange numerous exciting opportunities through its affiliations 
with The Washington Center for Internships and the Washington Semester Pro- 
gram of American University. While students may earn up to 16 semester hours of 
internship credit, only eight may count toward the fulfillment of major require- 
ments and four toward the fulfillment of minor requirements. 

Students majoring in politics also are encouraged to consider the possibility of 
studying abroad. For a listing of foreign institutions and programs with which 
Oglethorpe has exchange agreements and affiliations, please see International 
Exchange Partnerships/Study Abroad in the Educational Enrichment section of 
this Bulletin. 



172 



Major 

The requirements for a major in politics are satisfactory completion of at least 
10 courses in the discipline, of which the following five are required: 
PHI 207 Political Philosophy I: Ancient and Medieval or 
PHI 208 Political Philosophy II: Modern 
POL 101 Introduction to American Politics 
POL 111 International Relations 
POL 121 European Politics 
POL 131 Asian Politics 
In addition, students must take two courses at the 300 level and one at the 400 
level. The degree awarded is the Bachelor of Arts. 

Minor 

To receive a minor, students must take four courses distributed among three of 
the four subf ields of the discipline (American politics, comparative politics, inter- 
national relations, and political philosophy). 

POL 101. Introduction to American Politics 4 hours 

This course is an introduction to the fundamental questions of politics through 
an examination of the American founding and political institutions. 

POL 111. International Relations 4 hours 

This course is an introduction to the conduct of politics in a condition of anar- 
chy. The central issues will be how and whether independent states can establish 
and preserve international order and cooperate for the achievement of their com- 
mon interests in an anarchic environment. These questions will be explored through 
a reading of relevant history and theoretical writings and an examination of present 
and future trends influencing world politics. 

POL 121. European Politics 4 hours 

This course is a factual, conceptual and historical introduction to politics on the 
European continent, including (but not necessarily limited to) Britain, France, Ger- 
many, Italy, Russia, and the European Union. These regimes will be studied through 
a comparison of their social structures, party systems, institutions and constitutions, 
political cultures and (if possible) their domestic policies. Prerequisite: POL 101. 

POL 131. Asian Politics 4 hours 

This course is a general introduction to the variety of political systems in Asia, 
concentrating particularly on the nations of East Asia. It will emphasize the meth- 
ods of comparative political study and will focus on understanding the factors that 
determine different political outcomes in nations that share a geographical region 
and many similar cultural and historical influences. 

POL 201. Constitutional Law 4 hours 

In this course, we will examine the Constitution and the efforts of the United 
States Supreme Court to expound and interpret it. In addition to reading and 
briefing many Supreme Court decisions, we will examine some leading contempo- 
rary works in constitutional and legal theory. Prerequisite: POL 101. 



173 



POL 202. State and Local Government 4 hours 

This course is a survey of the origin, development, and characteristic problems 
of state and local government in the United States. Prerequisite: POL 101. 

PHI 207. Political Philosophy I: Ancient and Medieval 4 hours 

This is an examination of the origins of philosophical reflection on the funda- 
mental issues of politics, which is designed to lead to the critical consideration of 
the political views of our time. Among the topics discussed are the relationship 
between knowledge and political power and the character of political justice. Por- 
tions of the works of Aristophanes, Plato, Aristotle, Aquinas, and Alfarabi are 
examined. Prerequisite: COR 201 or permission of the instructor. 

PHI 208. Political Philosophy II: Modern 4 hours 

This is a critical examination of the peculiarly modern political and philosophi- 
cal stance beginning where Political Philosophy I concludes. Among the authors 
discussed are Machiavelli, Hobbes, Rousseau, Kant, and Kojeve. Prerequisite: PHI 
207 or permission of the instructor. 

INT 303. The New American City. 4 hours 

The purpose of this course is to examine the problems and prospects of politics 
and policymaking in the new American city and its environs. Consideration will be 
given to the political and sociological significance of a number of the factors that 
characterize this new development, including the extremes of wealth and poverty, 
the mix of racial and ethnic groups, and the opportunities and challenges provided 
by progress in transportation and technology. Offered annually. 

POL 302. American Political Parties 4 hours 

An in-depth study of the development of party organizations in the United 
States and an analysis of their bases of power. Prerequisite: POL 101. 

POL 303. Congress and the Presidency 4 hours 

An examination of the original arguments for the current American governmental 
structure and the problems now faced by these institutions. Prerequisite: POL 101. 

POL 311. United States Foreign Policy 4 hours 

A history of American foreign policy since 1945, emphasis in this course will be 
on the description, explanation, and evaluation of events and policies, not the 
study of policy-making as such. 

POL 331. Politics in Japan 4 hours 

This course will examine the processes and institutions of the Japanese political 
system. It will investigate traditional areas of interest such as political parties, legis- 
lative politics, the bureaucracy, and public policy formation and then look at related 
phenomena within the broader society. Prerequisite: POL 101 or POL 131. 

POL 350. Special Topics in Politics 4 hours 

A variety of courses will be offered to respond to topical needs of the curricu- 
lum. Recent courses include Theorists of International Order, Shakespeare's Poli- 
tics, Criminal Law, and Citizenship in Theory and Practice. 



174 



POL 401. Business and Politics 4 hours 

In this course, the role of business groups in public affairs and the role of govern- 
ment in business affairs will be examined. Discussion will include the structure of 
interest groups, their lobbying activities, and the politics of regulation, among other 
topics. It is intended to serve as the "capstone" for the study of American politics in 
the major. Prerequisite: POL 101 or permission of the instructor. 

POL 411. Advanced Topics in International Relations 4 hours 

An in-depth treatment of one or more of the issues introduced in International 
Relations. Topics vary from year to year. Prerequisite: POL 1 1 1 or POL 311. 

POL 431. Seminar in Politics and Culture 4 hours 

This will be an upper-level seminar in the study of the relationship of politics and 
culture. Emphasis will be placed on understanding the nature and difficulties of 
cultural study, with particular attention to ethnographic or participant observer 
research methods. Focus of the seminar will change yearly but may include Judaism 
andjewishness or Women and Politics. Prerequisite: POL 10 lor junior standing. 

POL 441. Studies in Political Philosophy 4 hours 

An intensive examination of a text or theme introduced in the Political Philoso- 
phy sequence. Among the topics have been Rousseau's Emile, Spinoza, and The 
German Enlightenment. Prerequisite: Permission of the instructor. 

POL 450. Independent Study in Politics 1-4 hours 

Supervised research on a selected topic. Prerequisite: Permission of the instructor. 

POL 451. Internship in Politics 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at the Geor- 
gia State Legislature, the United States Department of State, the Carter Center, 
and the Superior Court of Fulton County. Graded on a satisfactory/unsatisfactory 
basis. Prerequisites: Permission of the faculty supervisor and qualification for the 
internship program. 

Pre-law Studies 

Students planning to enter law school after graduation from Oglethorpe should 
realize that neither the American Bar Association nor leading law schools endorse 
a particular prelaw major. The student is advised, however, to take courses that 
enhance the basic skills of a liberally educated person: reading with comprehen- 
sion, writing, speaking, and reasoning. The student is encouraged to become more 
familiar with political, economic, and social institutions as they have developed 
historically and as they function in contemporary society. 



175 



Students interested in pursuing a legal career should ask the Registrar for the 
names of faculty members serving as pre-law advisors. 

Pre-medical Studies 

A student who plans to attend a professional school of medicine, dentistry, 
optometry, pharmacy or veterinary medicine should plan a program of studies at 
Oglethorpe in consultation with a faculty member who is a designated pre-medical 
advisor. It is desirable for the pre-medical students to begin the process of under- 
graduate program planning with a pre-medical advisor. It is essential that contact 
be established by the second semester of the student's freshman year. 

Professional schools of health science require for admission successful comple- 
tion of a specified sequence of courses in the natural sciences, courses in the 
humanities and social sciences, as well as the submission of acceptable scores on 
appropriate standardized tests. However, pre-medical students have a wide lati- 
tude of choice with regard to the major selected. Students should familiarize them- 
selves with the particular admission requirements of the type of professional school 
they plan to enter prior to deciding on the course of study to be pursued at 
Oglethorpe. 

Some schools of medicine, dentistry, and veterinary medicine will admit highly 
qualified applicants who have completed all admission requirements for the pro- 
fessional school during three years of study at an undergraduate institution. (Four 
years of undergraduate work and a bachelor's degree are standard requirements; 
admission after three years is highly atypical and is not available at all schools.) It is 
possible for students to enter an allopathic or osteopathic medical school, dental 
school or veterinary school (no other health professions schools are eligible) after 
three years of study at Oglethorpe to complete their bachelor's degree under the 
Professional Option. By specific arrangement between the professional school 
and Oglethorpe University, and in accordance with regulations of both institutions, 
after successful completion of all academic requirements of the first year in the 
professional school, the student receives a degree from Oglethorpe University 
when certified to be in good standing at the professional school. Students inter- 
ested in this possibility should consult with their advisors to make certain that all 
conditions are met; simultaneous enrollment in several science courses each se- 
mester during the three years at Oglethorpe likely will be required to meet mini- 
mum expectations for taking professional school admissions tests and to meet 
admission requirements for the professional school. All Oglethorpe core courses 
must be completed before the student enrolls in the professional school. 

Psychology 

The Department of Psychology endorses a view of psychology as the use of 
scientific methods to study a broad range of factors that often interact to produce 
human behavior, including cognitive, developmental, personality, physiological, and 
social variables. Therefore, students who major in psychology are expected to: 
1. Learn to apply empirical methods to understand human and animal behav- 
ior. Students should be able to use and critique a variety of research meth- 
ods, ranging from controlled laboratory experiments to naturalistic 



176 



observations. Specific skills to be acquired include the ability to operation- 
ally define concepts for empirical study; to collect, analyze, and interpret 
empirical data; and to clearly communicate findings to larger audiences 
through oral and written presentations (for example, APA style research 
papers, posters, and presentations). 

2. Learn major theoretical and empirical advances in a variety of disciplines 
within the field of psychology (for example, clinical, cognitive, developmen- 
tal, motivational, organizational, personality, physiological, social). This 
objective should include the ability to compare and contrast explanations 
offered by different schools of thought within each discipline (for example, 
behavioral, biological, cognitive, dispositional, psychoanalytic, social learn- 
ing). It also should include an understanding of both current and histori- 
cally prominent developments in the various disciplines. 

3. Learn ways in which psychological concepts can be applied for the benefit of 
oneself and society. Students will learn about clinical, educational and orga- 
nizational applications of psychological research and will consider ways in 
which psychological principles may be relevant to personal life and civic 
participation. In addition, students are expected to become more precise 
and tolerant observers of human behavior and individual differences. 

Major 

The major consists of at least nine psychology courses (36 semester hours) 
beyond Psychological Inquiry. These nine courses must include Statistics, Introduc- 
tion to Quantitative Research Methods, Advanced Experimental Psychology, and 
History and Systems of Psychology. Psychology majors also are required to com- 
plete the following two directed electives: General Biology I and II. The degree 
awarded is the Bachelor of Arts. 

Minor 

A minor in psychology consists of any four psychology courses (20 semester 
hours) beyond Psychological Inquiry. No course can be used to satisfy both major 
and minor requirements. 

PSY 101. Psychological Inquiry 4 hours 

This course presents a unique way of understanding ourselves: the use of the 
empirical method to obtain information about human and animal behavior. Psy- 
chological experimentation will be shown to contribute to human self-understand- 
ing through its production of interesting, reliable, and often counter-intuitive results. 
Topics to be considered may include obedience to authority, memory, alcoholism, 
persuasion, intelligence, and dreaming. These topics will be examined from a vari- 
ety of potentially conflicting perspectives: behavioral, cognitive, developmental, 
biological, and psychoanalytic. 

PSY 201. Child and Adolescent Psychology 4 hours 

The ways in which individuals understand the world and each other change 
dramatically from birth to adolescence. This course will trace these developments, 
particularly those of cognition, social behavior, and self-concept. The factors influ- 
encing development, such as heredity and the social/cultural environment, will be 
emphasized. Prerequisite: PSY 101 with a grade of "C-" or higher. 



177 



PSY 202. Organizational Psychology 4 hours 

Organizations and the individuals who function within them will be examined 
from the perspective of psychological theory and research. Consideration will be 
given both to broad topics relevant to all organizations, such as communications, 
groups, and leadership, and to topics specific to the work environment, such as 
employee selection, training, and evaluation. Prerequisite: PSY 101 with a grade of 
"C-" or higher. 

PSY 203. Learning and Conditioning 4 hours 

This course examines the empirical and theoretical issues surrounding learned 
behavior. Most of the data discussed come from studies in animal learning but 
special emphasis will be placed on how learning principles explain everyday human 
behavior and are used in the treatment of abnormal behavior patterns. Prerequi- 
site: PSY 101 with a grade of "C-" or higher. 

PSY 204. Social Psychology 4 hours 

Social psychology is the study of human beings in interaction with each other or 
under the pressure offerees of social influence. The course will include a consider- 
ation of conformity, persuasion, attraction, aggression, self-presentation, and other 
relevant aspects of the social life. Prerequisite: PSY 101 with a grade of "C-" or 
higher. 

PSY 205. Theories of Personality 4 hours 

The goal of this course is to acquaint the student with the major theories of 
personality and with approaches to the scientific evaluation of them. Students will 
be encouraged to engage in critical analysis and theoretical comparisons of the 
ideas presented from diverse, and often contradictory, perspectives. Prerequisite: 
PSY 101 with a grade of "C-" or higher. 

PSY 301. Introduction to Quantitative Research Methods 4 hours 

Through a combination of class discussion and hands-on research activity, this 
course provides students with exposure to a variety of research approaches. The 
course begins with an examination of descriptive methods, such as naturalistic 
observation, surveys, and archival research, and concludes with an analysis of con- 
trolled experimental methods. Quasi-experimental designs and applications of re- 
search methods are also explored. Offered annually. Prerequisites: PSY 101 with a 
grade of "C-" or higher and MAT 111. 

PSY 302. Advanced Experimental Psychology 4 hours 

This sequel to the introductory research methods course provides an in-depth 
analysis of controlled experimentation in a laboratory setting. Each student will 
design and conduct an individual research project to fulfill the laboratory compo- 
nent of the course. Prerequisite: PSY 301. 

PSY 303. Psychological Testing 4 hours 

This course covers the selection, interpretation, and applications of psychologi- 
cal tests, including tests of intellectual ability, vocational and academic aptitudes, 
and personality. The most common uses of test results in educational institutions. 



ITS 



clinical settings, business, government, and the military will be considered. The 
history of psychological testing and the interpretation of test results also will be 
considered from both traditional and critical perspectives. Although students will 
have the opportunity to see many psychological tests, this course is not intended to 
train students actually to administer tests. Prerequisites: PSY 101 with a grade of 
"C-" or higher and MAT 111. 

PSY 304. Psychology of Leadership 4 hours 

The concept of leadership will be explored within the context of psychological 
research and theory. Students will be invited to examine a variety of approaches to 
leadership and to analyze them critically. Activities that foster the development of 
effective leadership abilities and strategies will be an important component of the 
course. Prerequisite: PSY 101 with a grade of "C-" or higher. 

PSY 306. Abnormal Psychology 4 hours 

There are three main goals in this course. The first is to enhance the student's 
understanding of psychopathology and major treatment approaches. The second 
is to help the student learn to evaluate critically the research evidence regarding 
therapeutic interventions. The third is to encourage a self-examination of the 
student's attitudes and those of our society regarding mental illness and the full 
range of human individual differences. Prerequisites: PSY 101 with a grade of "C- 
" or higher and PSY 205. 

PSY 307. Cognitive Psychology 4 hours 

This course explores the nature and function of human thought processes. 
Topics to be considered include perception, attention, remembering and forget- 
ting, mental imagery, psycholinguistics, problem solving, and reasoning. Prerequi- 
site: PSY 101 with a grade of "C-" or higher. 

PSY 308. Sensation and Perception 4 hours 

This course explores how the brain and body transduce, organize, and interpret 
information from the environment. Topics covered will include psychophysical 
methods, signal detection theory, and the neural mechanisms underlying vision, 
hearing, taste, smell, and touch. Prerequisites: PSY 101 with a grade of "C-" or 
higher and BIO 102. (Biology majors only need BIO 102.) 

PSY 309. Behavioral Neuroscience 4 hours 

This course focuses on the neural and hormonal correlates of behavior includ- 
ing sleep, feeding, sexual behavior, learning and memory, language, movement, 
and psychopathology including mood disorders and schizophrenia. Other topics 
include methods used in the brain sciences, the connection between stress and 
illness, and how the brain recovers from injury. Prerequisites: PSY 101 with a grade 
of "C-" or higher and BIO 102. (Biology majors only need BIO 102.) 

PSY 401. Special Topics in Psychology 4 hours 

The seminar will provide examination and discussion of various topics of con- 
temporary interest in psychology. Prerequisite: PSY 101 with a grade of "C-" or 
higher. 



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PSY 402. Topics in Clinical Psychology 4 hours 

The focus of the course is on the examination and discussion of topics of con- 
temporary interest in clinical psychology. Prerequisite: PSY 306. 

PSY 403. Drugs, the Brain, and Behavior 4 hours 

This course examines the effects of psychoactive drugs on the central nervous 
system and behavior. Both recreational and illicit drugs (opiods, stimulants, seda- 
tives, hallucinogens) and those used to treat mental disorders (antianxiety agents, 
antidepressants, antipsychotics) will be covered. Drug action at the synaptic level, 
dose-response functions, tolerance and sensitization, and toxicity will be discussed. 
Prerequisites: PSY 101 with a grade of "C-" or higher and BIO 102. (Biology majors 
only need BIO 102.) 

PSY 405. History and Systems of Psychology 4 hours 

A study of the historic development of modern psychology, this course covers its 
philosophical and scientific ancestry, the major schools of thought, the contempo- 
rary systems of psychology, and their theoretical and empirical differences. Recom- 
mended for the senior year. Prerequisites: Two or more psychology courses and 
senior status or permission of the instructor. 

PSY 406. Directed Research in Psychology 4 hours 

Original investigations and detailed studies of the literature in selected areas of 
psychology will be supervised by a faculty member. Emphasis will be on original 
research. Prerequisites: PSY 301 and permission of the instructor. 

PSY 407. Internship in Psychology 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at the Geor- 
gia Psychological Association, Atlanta Center for Eating Disorders, and Yerkes 
Regional Primate Center. Graded on a satisfactory/unsatisfactory basis. Prerequi- 
sites: Permission of the faculty supervisor and qualification for the internship 
program. 

PSY 408. Independent Study in Psychology 1-4 hours 

This course provides the opportunity for an intense study of diverse topics 
under the direct supervision of the instructor. Prerequisite: Permission of the 
instructor. 



Sociology 



Sociology is the study of human societv, culture, and conduct from a variety of 
perspectives that include interpersonal, institutional, and aggregate levels of analy- 
ses. At the interpersonal level, sociologists may study personality formation in 



ISO 



social contexts or how the individual responds to social opportunities and con- 
straints. At the institutional level, sociologists attempt to analyze social institutions 
(such as the family, religion, and the state) and social structures (such as social 
classes and racial and ethnic stratification) that shape human conduct. And at the 
aggregate level, sociology focuses on the study of large-scale influences ranging 
from demographics to social movements to cultural systems. 

The mission of the sociology faculty at Oglethorpe is to introduce students to 
such studies within a liberal arts setting by developing each student's analytical, 
writing, speaking, and methodological skills, as well as his or her ability to compre- 
hend and explicate difficult texts. Sociology majors should be able, through writ- 
ten and oral analyses, to make arguments whose conclusions follow from evidence 
carefully and logically presented. They should be able to distinguish between 
informed and uninformed opinion. In addition, each sociology student at 
Oglethorpe will be expected to master essential knowledge within the areas of 
sociological theory, research methodology, and statistics, and within at least three 
content areas. In order to encourage a practical understanding of social problems 
and institutions, students, where appropriate, are urged to seek internships. Stu- 
dents bound for graduate school are encouraged to master a foreign language. 

Major 

The sociology major consists of a minimum of nine sociology courses (36 semes- 
ter hours) beyond Human Nature and the Social Order I and II. These nine courses 
must include Introduction to Sociology, Statistics, Research Design for Social Scien- 
tists, Sociological Theory, and five additional sociology courses selected by the 
student. Of the nine courses, at least six must be completed at Oglethorpe for a 
major in sociology. Human Nature and the Social Order I and II must be completed 
by all majors who enter Oglethorpe below the junior level. The degree awarded is 
the Bachelor of Arts. 

Minor 

A minor in sociology consists of Introduction to Sociology and any other three 
sociology courses (16 semester hours) beyond Human Nature and the Social Order 
I and II. No course can be used to satisfy both major and minor requirements. Of 
the four sociology courses, at least three must be completed at Oglethorpe for a 
minor in sociology. 

Sociology with Social Work Concentration 

Major 

A major in sociology with a concentration in social work consists of seven courses 
(28 semester hours) beyond Human Nature and the Social Order I and II, in addi- 
tion to a semester of field placement (16 semester hours). Required courses in- 
clude Introduction to Sociology, Field of Social Work, and Methods of Social Work, 
in addition to four sociology electives. The degree awarded is the Bachelor of Arts. 

SOC 101. Introduction to Sociology 4 hours 

This course offers an introduction to topics central to the study of human 
society, culture, and conduct. Selected fields of study frequently include culture, 



181 



formation of the self, social classes, power structures, social movements, criminal 
behavior, and a variety of social institutions. Emphasis is placed upon basic con- 
cepts and principal findings of the field. Offered annually. 

SOC 201. The Family 4 hours 

This course focuses primarily on the 20th-century American family. The topics 
discussed include trends in marriage, the age of marriage, fertility, illegitimacy, 
divorce, remarriage, and domestic abuse. The possible social and economic causes 
and consequences of these trends are also discussed. Offered annually. 

SOC 202. The American Experience 4 hours 

The purpose of this course is to acquaint students with basic aspects of the 
American experience. Special attention is paid to the individual's relationship to 
the community. Specific topics of discussion include Populism, Federalism, the role 
of advertising in folk culture, the relationship of technology and democracy, and 
America's exploring spirit. Offered biennially. 

SOC 203. Population 4 hours 

Demographers study the characteristics of human populations. This proves to 
be difficult because the population is constantly changing - new humans are born 
while others die. In the meantime, people tend to move around a lot. These 
dynamics vary across nations according to geography, history, religion, economics, 
policy, and social structure. Furthermore, individual-level demographic behavior 
varies within cultures for myriad reasons. This course is designed to increase 
awareness of population as a topic of inquiry, to understand the ways that human 
populations differ from one another, and to explore issues related to population 
processes. Examples of issues include abortion, aging, urbanization, and AIDS. 
Offered biennially. 

SOC 205. Deviance and Criminality 4 hours 

This course will examine behaviors that do not conform to moral and legal 
codes and the ways in which societies control such behaviors. Particular emphasis 
will be given to American society. Readings will include classic and current analyses 
of deviance and crime. Offered biennially. 

SOC 301. Research Design for Social Scientists 4 hours 

This course serves as an introduction to methods of inquiry in the social sci- 
ences. Although experimental design will be addressed, the main emphasis will be 
on qualitative approaches to research design, including historical/comparative re- 
search, focus group and qualitative interviewing, ethnographic field research, case 
studies, and extant data research (including archives and time series). Students will 
be introduced to sampling and formal survey instruments, but analysis of quantita- 
tive data will be limited to simple descriptive statistics common to each research 
approach. Offered biennially. 

SOC 302. The Sociology of Work and Occupations 4 hours 

This course has three purposes: first, to analyze the means by which non-eco- 
nomic institutions, especially the family, schools, and religious institutions influ- 
ence the formation of "human capital." Second, to study the history and 



182 



contemporary nature of the professions; and third, to analyze the relationship 
between the external control of workers and their internal motivation. A cross- 
cultural approach is employed in the course. Offered biennially. 

INT 303. The New American City 4 hours 

The purpose of this course is to examine the problems and prospects of politics 
and policymaking in the new American city and its environs. Consideration will be 
given to the political and sociological significance of a number of the factors that 
characterize this new development, including the extremes of wealth and poverty, 
the mix of racial and ethnic groups, and the opportunities and challenges provided 
by progress in transportation and technology. Offered annually. 

SOC 303. Field of Social Work 4 hours 

This course will study and analyze the historical development of social work and 
social work activities in contemporary society. Offered annually. 

SOC 304. Methods of Social Work 4 hours 

This course is a study of the methods used in contemporary social work. Of- 
fered annually. Prerequisite: SOC 303. 

SOC 305. Film and Society 4 hours 

This course is designed to help students analyze and interpret films from the 
perspectives of social theory. Emphasis will be placed upon exploring visions of the 
self and society in a variety of film genres, including mysteries, comedies, film noir, 
westerns, musicals, etc. Films studied in recent classes include Citizen Kane, Vertigo, 
The Maltese Falcon, Red River, Cabaret, and others. Offered biennially. 

SOC 306. Race, Ethnicity, and Immigration 4 hours 

This course treats contemporary ethnic relations and the history of immigra- 
tion in the United States. It considers the role of markets, government policy, and 
culture in the formation of ethnic identity and the well being of ethnic groups. 
Although the chief concern is with the United States, a comparative approach is 
taken. Offered annually. 

SOC 307. Elites and Inequality 4 hours 

An examination is made in this course of the social stratification of privileges 
and deprivations in contemporary societies, focusing on the distribution of wealth, 
status, and power. The course studies social stratification historically and com- 
paratively, the American upper, middle, and lower classes, institutionalized power 
elites, race and gender stratification, status systems, and economic inequality. Of- 
fered biennially. 

SOC 308. Culture and Society 4 hours 

A study of the dynamics of traditional, modern, and postmodern cultures that 
focuses on the analysis of symbolic forms and boundaries, social memory, ceremo- 
nies and rituals, bodily habits, cultural elites, and cultural revolutions. Special 
attention is given to "culture wars," the impact of mass media, and postmodernism 
in contemporary societies. The course is comparative in approach. Offered bien- 
nially. 



183 



SOC 309. Religion and Society 4 hours 

This course will examine religion as a social institution, its internal development, 
relationship to other institutions, and its cultural and social significance in modern 
and traditional societies. Special attention will be given to the conflict between 
spirit and institution in Christianity; the rise and decline of denominationalism; 
contemporary forms of spirituality; the modern psychologization of religion, and 
the comparative study of religions. Offered biennially. 

SOC 310. Life Course Sociology 4 hours 

This course uses an interdisciplinary approach to explore the exciting diversity 
of ways Americans construct lives for themselves. As such, Life Course Sociology 
will study how individuals - with individual propensities - encounter social networks 
and institutions to develop meaningful solutions to decisions about education, 
family formation, and career trajectories. These individual decisions modified by 
social context take place against the backdrop of social events - economic condi- 
tions, war, changing gender norms - which create new opportunities and constraints. 
Offered biennially. 

SOC 401. Nations and Nationalism 4 hours 

This course examines the rise and persistence of nation-states and nationalism 
in the modern world. Theories of nationalism, nationalist visions, and case studies 
of particular nations, including France, Germany, and Russia will be covered. Top- 
ics to be addressed include radical nationalism (for example, Nazism and Fascism), 
problems of national "self-determination," Zionism, and the fall of Communism. 

SOC 402. Field Experience in Social Work 16 hours 

Students concentrating in social work spend a semester in social work agencies 
in the Atlanta area for on-the-job practicum experience. Successful field place- 
ments have been made in a variety of settings in recent years, including Wesley 
Woods Health Center, West Paces Ferry Hospital, and Atlanta shelters for the 
homeless. Prerequisites: SOC 303, permission of the academic advisor and faculty 
supervisor, and signature of the Director of Experiential Education. 

SOC 403. Sociological Theory 4 hours 

This course will study classical and contemporary theory with an emphasis upon 
the latter. Contemporary theories covered usually include utilitarian individualism 
(sociobiology, exchange theory, and rational-choice theory), communitarianism, 
civil society theory, critical theory, and post-modernism. Offered biennially. 

SOC 404. Special Topics in Sociology 4 hours 

A seminar providing examination and discussion of various topics on contempo- 
rary and historical interest in sociology. Prerequisite: Permission of the instructor. 

SOC 405. Internship in Sociology 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 



184 



larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at the 
Gainesville/Hall Senior Center, the Georgia Bureau of Investigation, and the Part- 
nership Against Domestic Violence. Graded on a satisfactory/unsatisfactory basis. 
Prerequisites: Permission of the faculty supervisor and qualification for the intern- 
ship program. 

SOC 406. Independent Study in Sociology 1-4 hours 

An intense study of diverse topics under the direct supervision of the instruc- 
tor. Prerequisite: Permission of the instructor. 

SOC 407. Internship in American Studies 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education. Prerequisites: Permission of the 
faculty supervisor and qualification for the internship program. 



Spanish 



A Spanish major is designed to help the student become increasingly knowl- 
edgeable about the language, literature and cultures of the people who speak and 
live the Spanish language. Courses that focus on developing language skills (read- 
ing, writing, listening comprehension, and speaking) are followed by more ad- 
vanced study in literature, film, and civilization. Acquiring familiarity with culture in 
the Spanish-speaking world is a goal throughout the program. The study of an- 
other language should provide the means to appreciate more fully the global 
community to which all of us increasingly belong. It should also furnish an insightful 
view of one's own culture and language. Students can pursue graduate degrees or 
prepare themselves for careers in international business or politics. 

The study of another culture and language is greatly enhanced by an experience 
studying and living where the language is spoken. Spanish majors are therefore 
required to study and live in a Spanish-speaking country for one semester after 
having completed an initial sequence of courses and before beginning advanced 
classes in the language at Oglethorpe. This can be accomplished by participating in 
the exchange program with one of the University's partners or by making other 
suitable arrangements in consultation with the student's advisor. Native speakers 
of Spanish may complete the study abroad portion of the major at Oglethorpe or 
through cross registration for courses at Atlanta Regional Consortium for Higher 
Education (ARCHE) institutions. 

Spanish majors are also strongly recommended to consider courses in Spanish 
and Latin American history and studies, or other related fields. 

All students with previous study or experience in Spanish must take a language 
placement examination during Make the Connection weekend or immediately prior to 



185 



fall registration. They will be placed in the course sequence according to their compe- 
tence. Under no circumstances should students with past experience in the language 
place themselves in courses, especially at the elementary level. Students are not eligible 
to enroll in elementary and intermediate courses in their primary languages. 
Major 

Students who major in Spanish must first complete the following requirements: 
SPN 201 Intermediate Spanish 
SPN 302 Advanced Spanish 
SPN 302 Introduction to Hispanic Literature 

Students will then complete a semester in an approved study abroad program, 
which should include a minimum of 12 semester hours. Returning students must 
complete three upper-level (300 or 400) courses in Spanish. 

Elementary French I or II, as determined through the French placement test, is 
also required. It is recommended that this requirement be completed during the 
student's first two years. 

The degree awarded is the Bachelor of Arts. 

Minor 

A minor in Spanish consists of these three obligatory courses: 

SPN 201 Intermediate Spanish 

SPN 301 Advanced Spanish 

SPN 302 Introduction to Hispanic Literature 
One upper-level course (300 or 400) is required to complete the minor. Certain 
requirements may be met through an approved study abroad program. 

SPN 101, SPN 102. Elementary Spanish I, II 4 plus 4 hours 

These courses are an introduction to understanding, speaking, reading, and 
writing Spanish. Emphasis will be placed on acquiring a foundation in basic gram- 
mar as well as on listening comprehension and spoken Spanish through class activi- 
ties, tapes, and videos. Prerequisite: None for SPN 101; SPN 101 required for SPN 
102, or placement by testing. 

SPN 201. Intermediate Spanish 4 hours 

This course is intended to review basic grammar and develop more complex 
patterns of written and spoken Spanish. Short compositions, readings from Span- 
ish and Spanish-American literature and class discussions require active use of 
students' acquired knowledge of Spanish and form the basis for the expansion of 
vocabulary and oral expression. Prerequisite: SPN 102 or placement by testing. 

SPN 301. Advanced Spanish 4 hours 

This course is designed to improve students' skills to a sophisticated level at 
which they are able to discuss and express opinions in both oral and written form. 
Readings of essays and short-stories as well as film viewing in Spanish are used as 
the basis for discussion, introduction to cultural issues, and written expression. 
Frequent writing assignments. Prerequisite: SPN 20 lor placement by testing. 

SPN 302. Introduction to Hispanic Literature 4 hours 

This course offers an introduction to literary analysis based on a rigorous pro- 



186 



gram of readings from Spanish and Spanish American literatures. It is a skills- 
building course that familiarizes students with the lexicon of literary criticism in 
Spanish and trains them to be active readers of Hispanic literature. Students read 
and analyze (orally and in writing) representative works of the four fundamental 
genres of literature: Narrative, Poetry, Drama, and Essay. Taught in Spanish. Pre- 
requisite: SPN 301 or placement by testing. 

SPN 305. Spanish for International Relations and Business 4 hours 

In this course students will learn vocabulary appropriate to the world of interna- 
tional relations and business in order to understand both oral and written material 
on relevant issues. Students will read and discuss articles and newspapers in Span- 
ish and explore common cross-cultural clashes and misunderstandings in order to 
improve intercultural communications as a means of succeeding in the global mar- 
ketplace. When possible, there will be Spanish-speaking guests from the diplomatic 
and business communities of Atlanta. Taught in Spanish. Prerequisite: SPN 301 or 
placement by testing. 

SPN 401. Special Topics in Hispanic Languages, Literatures, 

and Cultures 4 hours 

This course provides the opportunity to study particular aspects of the lan- 
guages, literatures and cultures of Spain, Spanish America or United States His- 
panic communities not covered in the other courses. This course may be repeated 
for credit as course content changes. Prerequisite: SPN 301. 

SPN 403. Political Issues in Spanish American Literature and Film 4 hours 

The social and political upheavals that took place in several Spanish American 
countries during the 20th century spawned the development of a rich literary and 
cinematic corpus. This course will examine part of that corpus in its historical and 
cultural context and how political issues are aesthetically elaborated in fiction, 
poetry, essay and film. Among the topics to be studied are revolution, testimony, 
exile, and the Other as a figure of resistance. Taught in Spanish. Prerequisite: SPN 
302. 

SPN 405. 20th-century Spanish American Literature 4 hours 

This is a study of Spanish American literature from the 1930s to the present, 
focusing on its departure from the Realist tradition and its adoption of experimen- 
tation, self-reflection, parody, magical realism or the fantastic. Modern and post- 
modern trends will be examined. Readings include fiction by Borges, Fuentes, 
Cortazar, Garcia Marquez, and Puig. Taught in Spanish. Prerequisite: SPN 302. 

SPN 410. The Development of Latin American Cultures 4 hours 

This course introduces students to the diverse cultural heritage of Latin America 
paying special attention to the impact and consequences of the encounter between 
European,-Native and African cultures in art, politics, and religion. Manifestations 
of cultural syncretism and diversity from the times of the Spanish conquest and 
colonization to the post-colonial polemics of cultural identity will be examined. 
Taught in Spanish. Prerequisites: SPN 302. 



187 



Theatre 

Courses in theatre history, film, and characterization, combined with the 
University's unique apprenticeship program, offer students a study of theatre that 
is interactive in approach and broad in scope. Students who enter Oglethorpe with 
a background in theatre, as well as those with an interest but no experience, will 
find ample opportunities in the theatre program to develop their skills and exper- 
tise. As such, a theatre minor serves as an appropriate complement to a variety of 
majors in communications and the humanities, as well as a preparation for gradu- 
ate and professional work in theatre. 

Minor 

Students are required to take the following courses: 

THE 201 Beginning Characterization 

THE 301 Advanced Characterization 

THE 310 Apprenticeship in Theatre 
In addition, one course selected from the following: 

THE 210 The History of Comedy 

THE 220 The History of Tragedy 

THE 201. Beginning Characterization 4 hours 

This course focuses on the training of the body and voice as tools used in 
characterization. Students will explore the basic principles and techniques of stage 
combat, mime, movement, vocalization, and contemporary characterization. Stu- 
dents will be expected to perform scenes with partners as well as individual mono- 
logues. 

THE 301. Advanced Characterization 4 hours 

This course allows students to work with texts from various periods in theatrical 
history, examining the costuming and mannerisms of each period and applying 
these observations to the performance of both scene and monologue work. Peri- 
ods studied will include: Greek, Medieval, Elizabethan, Commedia dell'arte, French 
Neoclassic, Restoration, and Early 20th-century Realism. Prerequisite: THE 201. 

THE 210. The History of Comedy 4 hours 

In this course the student will examine the history and development of comedy 
as a theatrical art form, using not only the texts but the performing, costuming, and 
staging practices of the period as keys to a better understanding of the genre. 
Writers studied will include Aristophanes, Menander, Plautus, Terence, Shakespeare, 
Johnson, Congreve, Moliere, Goldoni, Gozzi, and Sheridan. 

THE 220. The History of Tragedy 4 hours 

In this course the student will examine the history and development of tragedy 
as a theatrical art form, using not only the texts but the performing, costuming, and 
staging practices of the period as keys to a better understanding of the genre. 
Writers studied will include Sophocles, Euripides, Seneca, Marlowe, Kyd, 
Shakespeare, Corneille, Racine, Goethe, and Ibsen. 



188 



THE 310. Apprenticeship in Theatre 4 hours 

The apprenticeship is designed to provide a hands-on learning experience in 
theatre. Students may focus on one of three areas of study: preparation and per- 
formance, theatrical design, or directing. All students participating in the appren- 
ticeship program in a given semester will share a common reading, to be discussed 
at weekly seminar meetings, and will be expected to present their work for evalua- 
tion by a panel of faculty and students once during the semester. Open to juniors 
and seniors only and may be taken for credit only once. Prerequisite: Permission of 
the instructor. 

THE 320. Special Topics in Contemporary Theatre and Film 4 hours 

Through a study of works by contemporary playwrights and directors, students 
are encouraged to examine various societal issues, as well as the ways in which we as 
a society choose to entertain ourselves. Topics vary, but may include: The Feminist 
Approach to Theatre, The Search for the Hero in American Film, Hollywood's 
View of Women, and The Artist as Social Critic. 

THE. 407. Internship in Theatre 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education. Prerequisites: Permission of the 
faculty supervisor and qualification for the internship program. 

THE. 408. Independent Study in Theatre 1-4 hours 

Supervised research on a selected topic. Prerequisite: Permission of the instructor. 

Women's and Gender Studies 

Women's and gender studies is intended to introduce the student to the history 
of women and to the effects of gender on the forms of and approaches to disciplin- 
ary study and practice. 

Minor 

Five courses must be completed, one of which must be either Introduction to 
Women's Studies - Theory or Introduction to Women's Studies - History. Students 
must select courses from at least three different disciplines in addition to courses 
identified as WGS courses. Examples of other courses applicable to the minor are 
as follows: 

COM 390 Special Topics in Communications: Women in the History of 
Rhetoric 

COM 390 Special Topics in Communications: Gender and Communication 

ECO 422 Labor Economics 

EDU 449 Special Topics in Education: Trends and Issues in Social Studies 

ENG 304 Images of Women in Literature 



189 



MUS 430 


PSY 


401 


PSY 


401 


SOC 


201 


SPN 


401 



ENG 312 Special Topics in Literature and Culture: 

Gender and Autobiography 
ENG 312 Special Topics in Literature and Culture: Contemporary 

Women Writers 
ENG 314 Special Topics in Major British and American Authors: 

Jane Austen 
FRE 401 Special Topics in French Language, Literature, and 

Culture: Great French Actresses and Their Film Roles 
Special Topics in Music: Women in Music 
Special Topics in Psychology: Gendering (Social Constructions 

of Gender) 
Special Topics in Psychology: Psychology of Women 
The Family 

Special Topics in Hispanic Languages, Literature, and 
Culture: Contemporary Latin American Women Writers 
THE 320 Special Topics in Contemporary Theatre and Film: 

Feminist Theatre 
THE 320 Special Topics in Contemporary Theatre and Film: The Good, 
the Bad, and the Beautiful - Hollywood's Treatment of Women 

WGS 301. Introduction to Women's Studies - Theory 4 hours 

The purpose of this course is to examine the diverse theoretical approaches, 
which have evolved as scholars and activists have endeavored to incorporate the 
concerns and experiences of diverse groups of women into dominant world views. 
The seminar will explore the issues of race, class, and gender, paying close attention 
to how these variables affect the development of women's identities and relation- 
ships. 

WGS 302. Introduction to Women's Studies - History 4 hours 

The purpose of this course is to explore the history of feminism. By examining 
a wide range of texts, this seminar will investigate the development of ideas, which 
have come to be recognized as feminist-womanist and the discipline that has devel- 
oped into women's studies in the context of Western civilization. Included will be 
Raine Eisler's The Chalice and the Blade, which examines the position on women in 
the beginnings of civilization, Mary Wollstonecrafts's Vindication of the Rights of 
Women (1792), Mary Beard's Women as a Force in History, De Beauvoir's Second Sex, 
Susan Faludi's Backlash, and Ellen Carol Dubois's Unequal Sisters: A Multi-Cultural 
Reader in U.S. Women 's History. 

WGS 303. The Literature and History of Immigrant and Minority 

Women in America 4 hours 

The purpose of this course is to explore the experiences of immigrant and 
minority women in North America from the interdisciplinary perspectives of his- 
tory, literature, and women's studies. Through extensive reading, discussion, and 
research this seminar will attempt to recapture women's sense of their own identi- 
ties in relation to the dominant ideologies of race, class, and gender. 

WGS 304. Women Poets 4 hours 

This course is a survey of poetry by women, from ancient Chinese, Persian, and 



L90 



others in translation, to medieval Irish and Renaissance English, to 19th- and 20th- 
century Americans, as well as Eastern Europeans and Latin Americans in transla- 
tion. Included will be several recent poets such as Gwendolyn Brooks, Adrienne 
Rich, and Mary Oliver in order to discover what themes, images, and attitudes, if 
any seem to emerge from the works. Prerequisites: COR 101 and COR 102. 

WGS 305. Special Topics in Women's and Gender Studies 4 hours 

This course is intended to introduce the student to the study of women and 
gender. Special emphasis is placed on the intersection of gender with the epistemo- 
logical foundations of other disciplines, and on the theory and practice of the study 
of gender. Courses are not limited to, for example, Southern Women's Literature 
and History, but will often be under the same rubric of other disciplines such as are 
listed under the requirements of the minor. 

Writing 

A writing minor is open to all students except those pursuing a minor or major 
in communications. 

Minor 

The writing minor consists of five courses beyond Narratives of the Self I and II, 
one of which may be a internship: 

ARC 201 Seminar for Student Tutors (must be taken four times 

to constitute one writing minor course) 
COM 220 Investigative Writing 
COM 221 Persuasive Writing 
COM 240 Journalism 

COM 340 Business and Technical Communications 
COM 401 Internship in Communications (writing-intensive 

internship supervised by communications faculty member) 
ENG 230 Creative Writing 
ENG 231 Biography and Autobiography 
ENG 330 Writing Poetry 

ENG 331 Writing Prose, Fiction, and Nonfiction 
ENG 401 Internship in English (writing-intensive internship 

supervised by English faculty member) 
WRI 381 Independent Study in Writing 
WRI 391 Special Topics in Writing 

ARC 201. Seminar for Student Tutors 1 hour 

Peer tutors at the Academic Resource Center spend two hours per week assist- 
ing other students, individually or in groups, with course material, papers, and 
preparation for examinations. In addition, they participate one hour a week in 
support and training meetings with the ARC directors and with instructors of the 
courses in which they tutor. They discuss how to work with texts in different disci- 
plines, encourage study group members to help each other learn, and foster stu- 
dent engagement with and assimilate course content. Prerequisite: Permission of 
the instructor or Writing Tutor Coordinator. 



191 



COM 220. Investigative Writing 4 hours 

This expository writing course is designed to develop research and writing skills. 
Emphasis will be on learning a wide range of library and Internet-based research 
techniques and purposefully presenting information to a variety of audiences in 
appropriate format and style. Students will be asked to define their own investiga- 
tive projects, and to analyze and revise their own writing. Investigative Writing or 
Persuasive Writing is a prerequisite for upper-level communications courses. Pre- 
requisites: COR 101 and COR 102. 

COM 221. Persuasive Writing 4 hours 

This course is designed to develop sophisticated strategies of persuasion for 
analyzing and generating arguments responsive to targeted audiences in a variety 
of contexts, including civic, professional, and academic. Students will learn both 
classical and contemporary strategies of persuasion. Emphasis will be on present- 
ing clear, coherent, and logical arguments. Students will be asked to define their 
own projects within assigned contexts. Students will evaluate their own and others' 
writing to enable the revision process. Investigative Writing or Persuasive Writing 
is a prerequisite for upper-level communications courses. Prerequisites: COR 101 
and COR 102. 

ENG. 230. Creative Writing 4 hours 

This course is an introduction to writing poetry and prose fiction. The student 
will be asked to submit substantial written work each week, keep ajournal, and read 
published writers. Much class time will be spent discussing student and published 
work. Prerequisites: COR 101 and COR 102. 

ENG 231. Biography and Autobiography 4 hours 

This course is an introduction to biographical and autobiographical writing 
with practice in the personal narrative as well as other forms such as the profile and 
the interview. Students will submit substantial written work each week and keep a 
journal. The class will follow a workshop format, discussing the students' and 
published work. Prerequisites: COR 101 and COR 102. 

COM 240. Journalism 4 hours 

This course teaches the fundamentals of journalistic news writing and report- 
ing. From interviews to the Internet, students will learn how to gather information 
from a variety of sources and write stories using different types of leads, endings, 
and structures. They will also engage in a critique of today's journalistic practices. 
Prerequisites: COM 101 and COM 220 or COM 221. 

ENG 330. Writing Poetry 4 hours 

In weekly assignments students will try free verse and various forms in the effort 
to discover and to embody more and more truly what they have to say. Much time 
will be spent reading published poets, responding to student work in class, and 
trying to generate language that reveals rather than explains intangible "mean- 
ings." Prerequisites: COR 101 and COR 102. 

ENG 331. Writing Prose, Fiction, and Nonfiction 4 hours 

Students will get instruction and substantial practice in writing fictional and 



192 



life" onto the page. The class will follow a workshop format with weekly assign- 
ments, journal writing, extensive discussion of student work, and reading of pub- 
lished examples. Prerequisites: COR 101 and COR 102. 

COM 340. Business and Technical Communications 4 hours 

A course for students who have mastered the basic skills and insights of writing 
and who wish to improve their ability to write clear, concise, persuasive prose 
designed for audiences in the business and technical fields. Students are required 
to write a variety of texts, such as proposals, progress reports, recommendation 
reports, and manuals. Other elements of the course may include desktop publish- 
ing and oral presentations. Prerequisites: COM 101 and COM 220 or COM 221. 

WRI 381. Independent Study in Writing 1-4 hours 

Supervised independent writing project. Prerequisites: Permission of the instructor 
and the student must be pursuing a minor in writing or a major in communications. 

WRI 391. Special Topics in Writing 4 hours 

Study of a selected topic in the field of writing, such as Scientific and Technical 
Writing, Oral History, Contrastive Rhetoric and Analytical Writing, Writing for 
Educators, or The Art of the Essay. The topic will vary from year to year and may be 
offered by communications or English faculty. Prerequisites for special topics taken 
with communications faculty: COM 101 and COM 220 or COM 221. 

COM 401. Internship in Communications 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An internship for the writing minor 
must be writing intensive. An extensive list of internships is maintained by the 
Office of Experiential Education, including opportunities at CNN, Fox 5, Pineapple 
Public Relations, Carrol/White Advertising, and Atlanta Journal Constitution. 
Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the 
faculty supervisor and qualification for the internship program. 

ENG 401. Internship in English 1-4 hours 

An internship is designed to provide a formalized experiential learning oppor- 
tunity to qualified students. The internship generally requires the student to ob- 
tain a faculty supervisor, submit a learning agreement, work 30-35 hours for every 
hour of academic credit, keep a written journal of the work experience, have regu- 
larly scheduled meetings with the faculty supervisor, and write a research paper 
dealing with some aspect of the internship. An extensive list of internships is main- 
tained by the Office of Experiential Education, including opportunities at Atlanta 
Magazine, The Knight Agency, and Peachtree Publishers. Graded on a satisfac- 
tory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and 
qualification for the internship program. 



193 



University College 



Four of Oglethorpe's degrees - Bachelor of Arts in Liberal Studies, Bachelor of 
Business Administration, Master of Arts, and Master of Business Administration - 
are degrees that may be earned in programs of study offered through University 
College. These distinctive programs are offered with the working professional in 
mind. Information on these programs is provided in the University College Bulletin 
and available from the University College Office, located on the first floor of 
Hearst Hall. 

Undergraduate Program 

The undergraduate program within University College offers a curriculum for 
the adult learner that builds on the foundation of a liberal arts education and aims 
to enhance the student's skills in critical thinking, communication, and basic aca- 
demic competencies. The underlying vision of the College reflects the two-fold 
philosophical and institutional mission of Oglethorpe University and its commit- 
ment to "make a life and make a living." The degree requirements include general 
education requirements designed to assure that each graduate acquires a broad 
comprehensive liberal education. In addition, study in a major field and the inte- 
gration of theory and practice provides educational experiences that develop the 
student's chosen career. The total experience is designed to be of lasting benefit as 
a source for personal growth, professional renewal, and career advancement. 

Majors offered are: Accounting and Business Administration (leading to a Bach- 
elor of Business Administration degree); Communications, Humanities, Organiza- 
tional Management, Psychology, and Social Sciences (leading to a Bachelor of Arts 
in Liberal Studies). 

Traditional undergraduate students may take University College courses with 
written permission of their advisors and the University College administration. 
Traditional students who take University College courses are subject to the rules 
and regulations set forth in the University College Bulletin. 

Graduate Programs 

The primary purpose of the Master of Business Administration program is to 
provide graduates with the expertise necessary to become effective, professional 
managers in business and non-business organizations. The curriculum is designed 
to help students acquire an understanding of the context in which modern organi- 
zations operate, a knowledge of the content of management operations, and an 
appreciation of the interrelationships involved. The student will have an under- 
standing of the economic, political, and social environments in which organizations 
operate, domestically and internationally, and the behavioral skills that are essen- 
tial in the modern organizational environment. 

Programs are offered leading to the Master of Arts degree in early childhood 
education and middle grades education. Teacher education at Oglethorpe is de- 
signed to challenge students to think critically about issues in education, to be in- 
formed decision makers, and to become change agents in their schools. Oglethorpe 
is committed to preparing teachers for the variety of settings and diverse populations 
of metropolitan schools. Graduates possess a broad knowledge of the literature in 
their field, are capable of sustained study, exhibit the power of independent think- 
ing, and possess knowledge of the techniques of research. 



194 



Board of Trustees 



The University is under the control and direction of the Board of Trustees. 
Among the responsibilities of the Board are establishing broad institutional poli- 
cies, contributing and securing financial resources to support adequately the insti- 
tutional goals, and selecting the President. 



Officers 



Warren Y. Jobe 
Chair 



Mark L. Stevens 

Secretary 



Belle Turner Cross 
Vice Chair 



John J. Scalley 
Treasurer 



Harald R. Hansen 
Vice Chair 



Trustees 



G. Douglass Alexander '68 
President 
Alexander Haas Martin & Partners 

Yetty L. Arp '68 

Associate Broker 

Southeast Commercial Properties 

Franklin L. Burke '66 

Retired Chairman and Chief 

Executive Officer 
BankSouth, N.A. 

Kenneth S. Chestnut 
Principal 
The Integral Group, L.L.C. 

Miriam H. Conant 
President 
John H. and Wilhelmina D. 

Harland Charitable Foundation 

Belle Turner Cross '61 
Atlanta 



William A. Emerson 
Retired Senior Vice President 
Merrill Lynch Pierce, Fenner & Smith 
St. Petersburg, Florida 

Joel Goldberg 
President 
The Rich Foundation 

William R. Goodell 
New York, New York 

Deborah S. Griffin '90 

Clinical Social Worker 
Private Practice 

Jack Guynn 

President and Chief Executive Officer 
Federal Reserve Bank of Atlanta 

Harald R. Hansen 

Retired Chairman, President, and Chief 

Executive Officer 
First Union Corporation of Georgia 



195 



Warren Y. Jobe 
Executive Vice President 
Georgia Power Company 

Milton H.Jones, Jr. 
Executive Vice President 
NationsBanc Services, Inc. 



JohnJ. Scalley 

Retired Executive Vice President 
Genuine Parts Company 

O.K. Sheffield '53 

Retired Vice President 
BankSouth, NA 



David L. Kolb 

Chairman and Chief Executive Officer 
Mohawk Industries, Inc. 
Calhoun, Georgia 

J. Smith Lanier II 

Chairman and Chief Executive Officer 
J. Smith Lanier and Company 
West Point, Georgia 

Roger A. Littell '68 
Senior Vice President 
First Union National Bank 
Charlotte, North Carolina 



James A. Shirley 
Director 
Arcadian Corporations, Royster 

Company, Harmony Products, Inc. 
Suffolk, Virginia 

Anne Rivers Siddons 
Author 
Charleston, South Carolina 

Arnold B. Sidman 
Of Counsel 

Chamberlain, Hrdlicka, White, 
William and Martin 



Clare (Tia) Magbee '56 
Atlanta 

Stephen E. Malone '73 
First Vice President 
Merrill Lynch 

J. Anthony (Tony) Meyer '71 
Executive Vice President 

and Chief Financial Officer 
Skilstaff, Inc. 



Mark L. Stevens 
Managing Director 
Licensing Management Inc. 
Carlsbad, California 

Timothy P. Tassopoulos '81 
Vice President-Field Operations 
Chick-fil-A 



Edward E. Noble 

Investor and Developer 
Noble Properties 

R. D. Odom, Jr. 

President, BellSouth Business Systems 
BellSouth Telecommunications, Inc. 

R. Alan Royalty, '88 

President, Oglethorpe National 

Alumni Association 
Vice President, Global Corporate 

Banking, US South 
Citicorp North America, Inc. 



196 



Trustee Emeriti 



Marshall A. Asher, Jr. '41 Arthur Howell 

Retired Assistant Territorial Controller Retired Senior Partner 

Sears, Roebuck & Company Alston & Bird 

Elmo I. Ellis James P. McLain 

Retired Vice President Attorney 

Cox Broadcasting Corporation McLain and Merritt, P.C. 

George E. Goodwin StephenJ. Schmidt '40 

Retired Senior Counselor Chairman of the Board and 

Manning, Selvage & Lee Chief Executive Officer 

Dixie Seal & Stamp Company 

C. Edward (Ned) Hansell 
Retired Senior Counselor 
Jones, Day, Reavis and Pogue 



197 



President's 
Advisory Council 



The President's Advisory Council is composed of business and professional 
leaders. The group provides a means of two-way communication with the commu- 
nity and serves as an advisory group for the President of the University. 



Officers 



Talmage L. Dryman 
Chair 



Charles S. Ackerman 
Vice Chair 



Members 



Charles S. Ackerman 
President 
Ackerman & Company 

Robert A. Amick '72 
Principal 
Peasant Restaurants, Inc. 

Gordon A. Anderson '73 
Principal 
The Anderson Group 

Judith M. Becker 
Court 
Becker 8c Fortune 

Herbert E. Drake, Jr. 
President 
Drake & Funsten, Inc. 

Talmage L. Dryman 

The Talmage Dryman Company 

Gene Dyson 

Consultant 



Harry S. Feldman '75 
Chief Executive Officer 
Daycon Products 
Upper Marlboro, Maryland 

Marion B. Glover 
President 
Glover Capital, Inc. 

Kenneth P. Gould '85 
Potomac, Maryland 

Donald A. Harp 
Senior Pastor 

Peachtree Road United Methodist 
Church 

WilliamJ. Hogan '72 
Financial Consultant 
Robinson-Humphrey Company, Inc. 

Walter R. Huntley 
President 
Huntley 8c Associates 



198 



Robert M. Kane '81 Robert C. Watkins, Jr. 

Vice President for Finance Vice President 

The Suntory Water Group Conveyors 8c Drives, Inc. 

Jin Matsumoto '74 Raymond S. Willoch '80 

Vice President, General Manager Vice President and Corporate Counsel 

Mitsubishi International Corporation Interface, Inc. 

John O. Mitchell 
Retired President 
Mitchell Motors, Inc. 

Thomas W. Phillips, M.D. '63 
Institute for Cancer Control 
Atlanta Oncology Associates, RC. 

Susan R. Randolph 
Trustee 
Benwood Foundation 

Charles A. Riepenhoff 
Partner 
Peat Marwick Main Company 

M. Collier Ross 

Retired Lieutenant General 
United States Army 

Frank L. Rozelle.Jr. 

Retired Vice President and Trust Officer 
Wachovia Bank of Georgia 

Peter C. Schultz 
President 
Heraeus Amersil, Inc. 

Cathy Selig 

Senior Vice President 
Selig Enterprises 

Susan M. Soper '69 
Features Editor 
The Atlanta Journal/Constitution 

Judy Wood Talley '80 
Atlanta 



199 



National Alumni Association 
Board of Directors 



As the primary representatives of Oglethorpe University's alumni body, the 
National Alumni Association Board of Directors works closely with the Alumni 
Office to achieve the Association's goal of establishing and encouraging an active 
and involved alumni network. The purpose of this network is to build mutually 
beneficial relationships between alumni, students, and the University, demonstrat- 
ing that the student experience is just the beginning of a lifelong relationship with 
Oglethorpe. 



Officers 

Robert Alan Royalty '88 
President 

Kevin D. Fitzpatrick '78 
Vice President 



Cynthia Larbig Rowe '84 
Secretary 

John W. Wuichet '90 
Parliamentarian 



Directors 



Susan Harman Alou '84 
Senior Accountant 

Federal Deposit Insurance Corpo radon 
Dallas, Texas 

Elizabeth Kidder Ambler '76 
Accountant 
Williams Antiques 

Nathan E. Briesemeister '94 
Senior Accountant 
PricewaterhouseCoopers 

Bill W. Carter '59 
Operations Manager 
Bahar Development 

Patricia Baker DeRose '58 
Technical Specialist 
Emory University Hospital 



Kevin D. Fitzpatrick, Jr. '78 
Senior Contract Administrator 
Airline Pilots Association 

JamesJ. Hagelow '69 
Managing Director 
Marsh & McLennan, Inc. 
Chicago, Illinois 

William M. Hobbs '76 
Self Employed/ Personal 
Investments 
Wells Beach, Maine 

Kenneth K. Hutchinson, D.M.D. 78 
Dentist 

Pamela B.Jackson '78 
Adm inistrative Judge 
U.S. Merit Systems Protection Board 



200 



Wayne M. Kise '69 
Owner 
Wayne M. Kise, C.P.A. 

Lu Green LeRoy '95 

Manager of PR - North America 
Philips Consumer Electronics 

Kathy Bedell Mayo '89 
Owner 
Krafts Made By Hand 

James P. Milton '57 

Retired Store General Manager 
Sears, Roebuck 8c Company 



Cynthia Larbig Rowe '84 

Senior Vice President/Director of Marketing 
Bank of America 

Robert Alan Royalty '88 
Vice President- 
Global Corporate Banking 
Citicorp North America, Inc. 

Janice McNeal Smith '98 
Sanibel Island, Florida 

John W. Wuichet '90 
Owner 
Ecotone L.L.C. 



Donna Cron Rasile '82 
Salomon Brothers 
Charlotte, North Carolina 



201 



The Faculty 



(Year of appointment in parentheses) 



G. Malcolm Amerson (1968) 
James Edward Oglethorpe 

Professor of Biology 
B.S., Berry College 
M.S., Ph.D., Clemson University 

Keith H. Aufderheide (1980) 
Professor of Chemistry 
B.S., Wilmington College 
Ph.D., Miami University 

Charles L. Baube ( 1996) 
Assistant Professor of Biology 
B.A., Alfred University 
M.A., Ph.D., Indiana University 

Christian Y. Benton (1999) 
Lecturer in Accounting 
B.S., University of Maryland College Park 
M.A., Webster University 
C.P.A., Maryland, North Carolina, 
South Carolina 

Robert A. Blumenthal (1989) 
Professor of Mathematics 
B.A., University of Rochester 
Ph.D., Washington University 

James A. Bohart ( 1972) 
Associate Professor of Music 
B.S., M.M., Northern Illinois 
University 

William L. Brightman (1975) 
Professor of English 
A.B., Ph.D., University of 
Washington 



Ronald L.Carlisle (1985) 
Professor of Computer Science 

and Mathematics 
Director of Computer Services 
B.A., Emory University 
M.A., Atlanta University 
Ph.D., Emory University 

JohnS. Carton (1998) 

Assistant Professor of Psychology 
B.A., Wake Forest University 
M.A., Ph.D., Emory University 

Casandra C. Copeland (1999) 
Assistant Professor of Economics 
B.S., Florida State University 
Ph.D., Auburn University 

Lisa-Anne Culp (1999) 

Assistant Professor of Communications 
B.A., Smith College 
M.A., University of Southern California 
Ph.D., University of Arizona 

John A. Cramer (1980) 
Professor of Physics 
B.S., Wheaton College 
M.A., Ohio University 
Ph.D., Texas A&M University 

Roberta K. Deppe ( 1996) 

Assistant Professor of Psychology 
B.A., University of Northern Iowa 
Ph.D., University of Wisconsin 



202 



Timothy Doyle (2000) 

Visiting Assistant Professor of History 

B.A., Wabash College 

M.A., Ph.D., Emory University 

Orlando Figueroa (2000) 

Visiting Assistant Professor of Spanish 
B.A., University of Puerto Rico 
Ph.D., Emory University 

Monica Gaughan (1999) 

Assistant Professor of Sociology 
Director of Rich Foundation Urban 

Leadership Program 
B.A., New College of the University of 

South Florida 
M.P.A., Syracuse University 
M.A., Ph.D., University of 
North Carolina, Chapel Hill 

Ann Lee Hall (1996) 

Assistant Professor of Education 
B.S., M.Ed., Ph.D., Georgia State 
University 

Bruce W. Hetherington (1980) 
Professor of Economics 
B.B.A. Madison College 
M.A., Ph.D., Virginia Polytechnic 
Institute 

Holly Hofmann (1999) 
Lecturer in Accounting 
B.B.A., M.B.A., Baylor University 
C.P.A., Georgia 

Robert B. Hornback (2000) 
Assistant Professor of English 
B.A., University of California, Berkeley 
M.A., Ph.D., University of Texas, Austin 

Rebecca C. Hyman (1998) 
Assistant Professor of English 
B.A., M.A., Ph.D., University of Virginia 



Elizabeth C.Johnson (2000) 
Assistant Professor of Psychology 
B.A., The Johns Hopkins University 
M.S., Ph.D., University of Georgia 

Charlotte Lee Knippenberg '82 (1990) 
Director of the Theatre Program 
B.A., Oglethorpe University 
M.F.A., University of Georgia 

Joseph M. Knippenberg (1985) 
Professor of Politics 
Manning M. Pattillo Professor of 

Liberal Arts 
B.A., James Madison College of 

Michigan State University 
M.A., Ph.D., University of Toronto 

Alan Loehle (2000) 
Visiting Lecturer in Art 
B.F.A., University of Georgia 
M.F.A., University of Arizona 

Jay Lutz (1988) 
Professor of French 
Frances I. Eeraerts '76 Professor of 

Foreign Language 
B.A. Antioch University 
M.A., Ph.D., Yale University 

Nicholas B. Maher (1998) 
Assistant Professor of History 
B.A., University of Michigan 
M.A., Ph.D., University of Chicago 

Alexander M. Martin (1993) 
Associate Professor of History 
B.A., Cornell University 
M.A., Columbia University 
Ph.D., University of Pennsylvania 

Douglas McFarland ( 1992) 
Associate Professor of English 
B.A., Pomona College 
M.A., San Francisco State University 
Ph.D., University of California, 
Berkeley 



203 



Lisa D. McNary (2000) 

Assistant Professor of Business 

Administration 
B.A., Louisiana State University 
M.S., Lamar University 
Ph.D., University of New Mexico 

John C. Nardo (2000) 

Assistant Professor of Mathematics 
B.A., Wake Forest University 
M.S., Ph.D., Emory University 

PhilipJ.Neujahr(1973) 
Professor of Philosophy 
B.A. Stanford University 
M.Phil., Ph.D., Yale University 

Caroline R. Noyes (1995) 

Assistant Professor of Education 

and Psychology 
A.B., Randolph-Macon Woman's 

College 
M.A., Ph.D., University of Georgia 

John D. Orme( 1983) 
Professor of Politics 
B.A., University of Oregon 
M.A., Ph.D., Harvard University 

Sonha C.Payne (1998) 
Assistant Professor of Chemistry 
B.S., Eastman School of Music 
Ph.D., Emory University 

VivianaP. Plotnik(1994) 
Associate Professor of Spanish 
Licenciatura, Universidad 
de Belgrano - Argentina 
M.A., University of Minnesota 
Ph.D., New York University 

W.Irwin Ray (1986) 

Director of Musical Activities 
B.M., Samford University 
M.C.M., D.M.A., Southern 
Baptist Theological Seminary 



Beth Roberts (2000) 

Vera A. Milner Associate Professor 

of Elementary Education 
Director of Master of Education Program 
B.A., M.A.T., Ph.D., Emory University 

Anne Rosenthal (1997) 

Assistant Professor of Communications 
B.A., Bethel College 
M.A., University of St. Thomas 
Ph.D., Purdue University 

Michael K. Rulison (1982) 
Professor of Physics 
Director of Honors Program 
B.S., University of Illinois 
M.S., Ph.D., University of Georgia 

John A. Ryland(1985) 
Librarian 

B.A., M.A., Florida State University 
Bibliotekarseksamen, Royal 

School of Librarianship - Denmark 

Daniel L.Schadler( 1975) 

Associate Provost for Academic Affairs and 

Professor of Biology 
A.B., Thomas More College 
M.S., Ph.D., Cornell University 

William C. Schulz, III (1992) 
Associate Professor of Business 

Administration 
Director of Master of Business 

Administration Program 
B.A., New College of the 

University of South Florida 
M.A., Indiana University 
Ph.D., University of Georgia 

William O. Shropshire (1979) 
Callaway Professor of Economics 
B.A., Washington and Lee University 
Ph.D., Duke University 



204 



W. Bradford Smith (1993) 
Associate Professor of History 
B.A., University of Michigan 
Ph.D., Emory University 

Robert Steen ( 1995) 

Assistant Professor of Japanese 

B.A., Oberlin College 

M.A., Ph.D., Cornell University 

Brad L.Stone (1982) 
Professor of Sociology 
B.S., M.S., Brigham Young University 
Ph.D., University of Illinois 

William F.Straley( 1990) 

Associate Professor of Business 

Administration and Mathematics 
B.S., M.S., M.B.A., Georgia State 

University 
Ph.D., Auburn University 

Linda J. Taylor (1975) 
Professor of English 
A.B., Cornell University 
Ph.D., Brown University 

Philip D.Tiu (1995) 

Assistant Professor of Mathematics 
B.S., University of San Carlos - 

Philippines 
A.M., Ph.D., Dartmouth College 

J. Dean Tucker (1988) 

Professor and Mack A Rikard Chair 
in Economics and Business 
Administration 
B.S., M.A., Ohio State University 
Ph.D., Michigan State University 

James M. Turner (1995) 

Assistant Professor of Accounting 
B.B.A., University of Georgia 
Ph.D., Georgia State University 



Ginger Williams (2000) 

Visiting Lecturer in Education 
B.S.Ed., Georgia Southern University 
M.Ed., Mercer University 

Jason M.Wirth( 1994) 

Associate Professor of Philosophy 
B.A., College of the Holy Cross 
M.A., Villanova University 
Ph.D., State University of New York 

Monte W. Wolf (1978) 
Professor of Chemistry 
B.S., University of California 
Ph.D., University of Southern California 

Alan N. Woolfolk( 1989) 
Professor of Sociology 
Director of Core Curriculum 
B.S., M.A., University of Pennsylvania 
M.S., University of Oregon 
Ph.D., University of Pennsylvania 

Philip P. Zinsmeister (1973) 
Professor of Biology 
B.S., Wittenberg University 
M.S., Ph.D., University of Illinois 



205 



Professors Emeriti 



Keith E.Baker (1983) 

Director Emeritus of Accounting Studies 
B.S., Youngstown State University 
M.A., University of Florida 
C.P.A., Georgia 

Barbara R.Clark (1971) 
Professor Emerita of English 
B.A., Georgia State University 
M.A., University of Kansas 
M.P.A., Georgia State University 
Ph.D., University of Georgia 
C.P.A., Georgia 

Charlton H.Jones (1974) 
Professor Emeritus of Business 

Administration 
B.S., University of Illinois 
M.B.A., Ph.D., University of Michigan 

Nancy H.Kerr (1983) 

Provost and Professor Emerita 

of Psychology 
B.A., Stanford University 
Ph.D., Cornell University 

J. Brien Key (1965) 

Professor Emeritus of History 

A.B., Birmingham-Southern College 

M.A., Vanderbilt University 

Ph.D., The Johns Hopkins University 

David K.Mosher( 1972) 

Professor Emeritus of Mathematics 
B.A., Harvard University 
B.S.A.E., Ph.D., Georgia Institute of 
Technology 

Ken Nishimura (1964) 

Professor Emeritus of Philosophy 
A.B., Pasadena College 
M.Div., Asbury Theological Seminary 
Ph.D., Emory University 



Philip F. I aimer (1964) 

Professor Emeritus of Political Studies 
A.B., M.A., University of 
New Hampshire 

T.LavonTalley(1968) 

Professor Emeritus of Education 

B.S., M.S., Ed.D., Auburn University 

David N.Thomas (1968) 
Professor Emeritus of History 
A.B., Coker College 
M.A., Ph.D., University of North 

Carolina 
D.H., Francis Marion College 

Louise M. Valine (1978) 

Professor Emerita of Education 
B.S., University of Houston 
M.Ed., University of Georgia 
Ed.D., Auburn University 

Martha H. Vardeman ( 1966) 
Professor Emerita of Sociology 
B.S., M.S., Auburn University 
Ph.D., University of Alabama 

George F. Wheeler (1953) 
Professor Emeritus of Physics 
A.B., Ohio State University 
M.A., California Institute 
of Technology 



206 



Administration 

(Year of appointment in parentheses) 



Larry D. Large (1999) 
President 

B.S., Portland State University 
M.A., Ph.D., University of Oregon 

Paul L. Dillingham (1984) 
Senior Advancement Officer 
B.S., University of Kentucky 

Diane K. Gray '77 (2000) 

Interim Vice President for Advancement 

B.B.A., Oglethorpe University 

M.A., Saint Mary's University of Minnesota 

John B.Knott, III (1971) 
Executive Vice President 
A.B., University of North 

Carolina 
M.Div., Duke University 
Ph.D., Emory University 

Janet H. Maddox ( 1987) 

Director of Institutional Research 
B.A., Georgia State University 

Dennis T. Matthews ( 1983) 

Associate Provost for Administrative 

Affairs/Dean of Enrollment Management 
A. A., Anderson College 
B.M., M.A., University of Tennessee, 
Knoxville 

Manning M. Pattillojr. (1975) 
Honorary Chancellor 
B.A., University of the South 
A.M., Ph.D., University of Chicago 
LL.D., LeMoyne College 
LL.D., St. John's University 
L.H.D., University of Detroit 
L.H.D., College of New Rochelle 
L.H.D., Park College 
Litt.D., St. Norbert College 
D.C.L., University of the South 
LL.D., Oglethorpe University 



Daniel L.Schadler( 1975) 

Associate Provost for Academic Affairs and 

Professor of Biology 
A.B., Thomas More College 
M.S., Ph.D., Cornell University 

Donald S.Stanton (1988) 
President Emeritus 
A.B., Western Maryland College 
M.Div., Wesley Seminary 
M.A., The American University 
Ed.D., University of Virginia 
L.H.D., Columbia College 
LL.D., Western Maryland College 
Litt.D., Albion College 

Artie Lee Travis (1999) 

Vice President for Community Life 

and Student Affairs 
B.A., M.A., Western Illinois University 
Ed.D., University of South Carolina 

Victoria L.Weiss (1977) 

Interim Provost and Professor of English 
B.A., St. Norbert College 
M.A., Ph.D., Lehigh University 

Timothy Randall Roberson '97 
Assistant to the President 
B.A., Oglethorpe University 



207 



Academic Affairs 



Victoria L. Weiss 

Interim Provost and Professor of English 
B.A., St. Norbert College 
M.A., Ph.D., Lehigh University 

Rachel Anderson 

Director of University College 
B.A., Stanford University 
M.A., Saint Mary's College of 
California 

Patricia A. Carter 

Director of Academic Services in 

University College 
B.S., M.A., Ph.D., University of 
Cincinnati 

Tricia Clayton 

Reference Librarian 

B.A., University of Virginia 

M.A., Indiana University 

Marcia G. Cooperman 

Learning Disabilities Resource 

Coordinator 
B.A., Brooklyn College 
M.S., Long Island University 

Deborah j. dejuan 

Library Assistant - Circulation 
B.A., University of Massachusetts 

Troy A. Dwyer '96 

Assistant Director of Theatre 
B.A., Oglethorpe University 
M.F.A., University of Wisconsin 

Holly M. Frey 

Library Assistant - Technical Services 
B.A., Emory University 

Patrick Hamrick 

Facilities Manager/Technical Director of 
Conant Performing Arts Center 

B.A., University of North Carolina, 
Asheville 



Paul Stephen Hudson '72 
Registrar 

B.A., Oglethorpe University 
M.A., University of Georgia 

Evelyne Imber 

Assistant Registrar 

Nora L. Krebs 

Office Manager for Faculty Services 

John B. Lowther 

Coordinator for International Studies 
B.A., University of Wisconsin 

Catherine A. Luby 

Assistant to the Director of 
University College 

Lathonia D. Maloy 

Audio-visual Coordinator 

Dennis T. Matthews (1983) 

Associate Provost for Administrative 

Affairs/Dean of Enrollment Management 
A.A., Anderson College 
B.M., M.A., University of Tennessee, 
Knoxville 

Stephanie L. Phillips '90 

Library Assistant - Circulation 
B.A., Oglethorpe University 
M.A., University of Vermont 

William D. Price 

Director of University College 
Enrollment Management 
B.A., Eastern Illinois University 
M.A., Mankato State University 

Penelope M. Rose '65 

Library Assistant ■ Periodicals/Serials 
B.A., Oglethorpe University 



208 



John A. Ryland 
Librarian 

B.A., M.A., Florida State University 
Bibliotekarseksamen, Royal 

School of Librarianship - Denmark 

Daniel L.Schadler( 1975) 

Associate Provost for Academic Affairs and 

Professor of Biology 
A.B., Thomas More College 
M.S., Ph.D., Cornell University 

BettyJ. Smith 

Manager for Admission and Records in 
University College 



George G. Stewart 
Reference Librarian 
B.A., M.A., Tulane University 
M.A.L.S., University of Denver 

David A. Stockton 
Catalog Librarian 
B.A., M.S.L.S., University of 
North Carolina 

Pamela G. Tubesing 

Administrative Assistant to the Provost 
A.B., Indiana University 



Admission and Financial Aid 



Dennis T. Matthews 

Associate Provost for Administrative 

Affairs/Dean of Enrollment Management 
A.A., Anderson College 
B.M., M.A., University of Tennessee, 

Knoxville 

Patrick N. Bonones 

Director of Financial Aid 

B.P.A., Mississippi State University 

Caryn L. Brown '99 

Financial Aid Coordinator 
B.A., Oglethorpe University 

Natalie Dietz '98 

Admission Counselor/ Special Projects 

Coordinator 
B.A. Oglethorpe University 
M.A. University of North Carolina, 

Chapel Hill 

Eric T.Dumbleton 

Assistant Director of Admission 
B.A., College of William and Mary 



Angela D. Finley 

Assistant to the Dean of Enrollment 

Management 
B.S., Florida State University 

Janet Grant 

Assistant Director of Financial Aid 
A.A., Interboro Institute 

Barbara B. Henry '85 
Director of Admission 
B.B.A., Oglethorpe University 

Sandra K. Howard 

Assistant to the Dean of Enrollment 
Management 

Willita Hutto 

Financial Aid Counselor 
B.B.A., Middle Tennessee State 

Tracy X. Ivery 

Senior Admission Counselor 
B.A., Albany State University 
M.S.Ed., University of Miami 



209 



Deborah B. Kirby 

Assistant to the Dean of Enrollment 

Management 
B.A., Southern Adventist University 

Sarah N. Phillips '99 
Admission Counselor 
B.A., Oglethorpe University 



Jerry W. Portwood III '99 
Admission Counselor 
B.A., Oglethorpe University 

Elsie Walker '95 

Director of Admission Services 
B.A., Oglethorpe University 



Advancement 



Diane K. Gray '77 

Interim Vice President for Advancement 

B.B.A., Oglethorpe University 

MA, Saint Mary's University of Minnesota 

Susan B. Brandt 

Director of Major and Planned Gifts 
B.A., Iowa State University 

Thomas J. Couch 

Director of Certification Programs 
B.A., Georgia State University 

Mary Crosby 

Assistant to the Director of Alumni 

Relations 
B.A., University of Arizona 

Lee A. DeHihns IV 

Director of Research and Records 
B.A., Wake Forest University 

Melinda Elrod 

Director of the Annual Fund 

B.S., Georgia Southern University 

Ann M. Fitzgibbons 

Administrative Assistant to the Vice 
President for Advancement 

Miri L. Herbin 

Office Assistant for Certification Programs 

Robert M. Hill 

Director of Public Relations 
B.A., Reed College 



Tiffany Kirkland 

Assistant Director of Public Relations 
B.A., Clemson University 

Barbara C. McKay 

Assistant to the Development Office 
B.A., University of Mississippi 

Lloyd Nick 

Director of Oglethorpe University Museum 

B.F.A., Hunter College 

M.F.A., University of Pennsylvania 

Gwendolyn M. Richard 

Office Manager for Certification Programs 

Nicole Smith '96 

Director of Museum Operations 
B.A., Oglethorpe University 

Amanda Vaughn 

Director of Special Events 
B.A., Presbyterian College 

S. Chadwick Vaughn '97 

Associate Director of Development 
B.A., Oglethorpe University 

Amy D. Zickus '94 

Director of Alumni Relations 
B.A., Oglethorpe University 



210 



Athletics and Physical Fitness 



Artie Lee Travis James C. Owen 

Vice President for Community Life Head Men 's Basketball Coach 

and Student Affairs Head Men 's Golf Coach 

B.A., M.A., Western Illinois University B.S., Berry College 
Ed.D., University of South Carolina M.Ed., Georgia State University 



Jack M. Berkshire 

Director of Athletics 

B.A., Mississippi State University 

Patricia R. Elsey 

Administrative Assistant 

B.A., Catholic University of America 

Scott Lamb 

Certified Athletic Trainer 

B.S., University of Florida 

M.S., University of South Carolina 

Michael F. Lochstampfor 
Head Soccer Coach 
B.A., Covenant College 
M.S., Midwestern State University 



Philip Ponder 

Assistant Men 's Basketball Coach 
Head Men's Tennis Coach 
B.A., LaGrange College 

William C. Popp 

Head Baseball Coach 

B.A., Kennesaw State University 

Robert L. Unger 

Head Cross Country and Track Coach 
B.A., Lebanon Valley College 
M.A., University of Chicago 



Pamela E. McNaull 
Head Volleyball Coach 
Head Women's Tennis Coach 
B.S., Tennessee Technical University 



211 



Business Affairs 



John B. Knott, III 

Executive Vice President 
A.B., University of North 

Carolina 
M.Div., Duke University 
Ph.D., Emory University 

Michael Ayling 
Webmaster 

Jewel R. Bolen 

Director of Data Processing 

Linda W.Bucki' 79 

Associate Dean for Administration 
B.A., Oglethorpe University 

J. Heath Coleman '95 

Assistant to the Director of Auxiliary 

Services 
B.S., Oglethorpe University 

Paula D. Fitzgerald 

Accounts Receivable Supervisor 

Kate E. Fitzpatrick 

University Receptionist 

BrendaJ. Fraley 

Administrative Assistant to the 

Executive Vice President and to the 
Associate Dean for Administration 

Renae Glass 

Secretary for Physical Plant 

Jennifer Richards 

Help Desk Specialist in Network Resources 
A.A., Gordon College 

James R. King 

Grounds Manager 

B.S., Pennsylvania State University 



Jim R. Ledbetter 

Director of the Physical Plant 

Sheryl D. Murphy 

Assistant Manager of Bookstore 
B.A., Drake University 

Hilda G. Nix 

Accounts Payable and Payroll Supervisor 

Connie L. Pendley '94 

Director of the Business Office 
B.B.A., Oglethorpe University 

Adrina G. Richard 

Director of Auxiliary Services 
B.A., Georgia State University 

Virginia R. Tomlinson '93 
Director of Network Resources 
B.A., Oglethorpe University 

Charles M. Wingo 
Manager of Bookstore 
B.S., Georgia Institute of Technology 



212 



Student Affairs/Community Life 



Artie Lee Travis 

Vice President for Community Life 

and Student Affairs 
B.A., M.A., Western Illinois University 
Ed.D., University of South Carolina 

Michael Fulford 

Assistant Dean of Community Life 

Director of Residence Life 

B.B.A., M.Ed., University of Georgia 

Donna Green 

Administrative Assistant to the Vice 
President for Community Life 

Cathy Grote 

University Nurse 

A.A.S., Raymond Walters College 

Amanda Lammers 

Residence Life Area Coordinator 

Coordinator for Student Activities 

B.S., North Georgia College and State 

University 
M.Ed., Clemson University 

Joe LoCascio 

Residence Life Area Coordinator 

Greek Affairs Coordinator 

B.A., M.S., Syracuse University 

Marshall R. Nason 

Associate Dean of Community Life 
Student Center Director 
International Student Advisor 
B.A., University of New Mexico 
M.A., Emory University 



Katherine K. Nobles 
Director of Career Services 
B.A., Coker College 
M.Ed., University of Virginia 

H. Bernard Potts '96 
Director of Campus Safety 
B.A., Oglethorpe University 

Janelle W. Smith 

Administrative Coordinator for 

Community Life 
A.S., Jacksonville State University 

Katherine Zaner Williams 

Assistant Dean of Community Life 
Director of Student Development 
B.B.A., Stetson University 
M.Ed., University of South Carolina 



213 



I MM | U ^T I V £ R S 1 T T 



4484 Peacbcree Road, N E. 

Atlanta. Georgia 30319-2797 

(404) 261-1441 



HE ««*BS|ffiS 




214 




Directions to Campus 

From 1-85: 

Take Exit 89, North Druid Hills Road. Go 
north about 2 miles to Peachtree Road 
and turn right (north). Go about 1 mile 
on Peachtree. Oglethorpe is on the left. 

From 1-285: 

Take Exit 31 -A, Peachtree Industrial 
Blvd. South and go about 4 miles. The 
campus is on the right. Or, take Exit 29 
Ashford-Dunwoody Road, and go 
south to the end. Turn right on 
Peachtree Road. Campus is on the 
right. 



Legend for Campus Map 



1. MacConnetl Gate House 

2. LuptonHall 

3. Phoebe Haarat Hall 

4. Crypt of Civilization 

5. Goodman Hall 

6. Treer Residence Hall 

7. Philip Weltner Library 

8. Oglethorpe University Museum 

9. Faith HaU 

10. QoallnHall 

11. Emeraon Student Center 



12. Dining Hail 

13. Swimming Pool 

14. New Residence Hall 

15. Jacobs Realdence Hall 

16. Alumni Realdence HaU 

17. Trustee Residence Hail 

18. Dempaey Realdence Hall 

19. Schmidt Residence Hall 

20. Soccer Field 

21. Rental Facility 

22. Greek Row 



23. Selgakuln School 

24. Conant Performing Arte Center 

25. Track 

26. Tennis Courts 

27. Dorough Field House 

28. Schmidt Center 

29. Anderson ReJd (Baseball) 

30. Hermance Stadium 

31. Maintenance Building 



215 



Index 



Academic Advising 68 

Academic Calendar 4 

Academic Dismissal 72 

Academic Good Standing 72 

Academic Regulations 67 

Academic Resource Center 81 

Access to Student Records 77 

Accounting Programs 98 

Administration 207 

Admission 25 

Advanced Placement Credit 31 

Allied Health Studies 101 

American Studies Major 101 

Application for Admission 26 

Application for Financial Assistance .. 40 

Art Programs 103 

Athletics 60 

Atlanta Regional Consortium for 

Higher Education 18, 68 

Auditing Courses 73 

Biology Programs 106 

Board of Trustees 195 

Business Administration 

Programs 109 

Business Administration and 

Behavioral Science Major 113 

Business Administration and 

Computer Science Major 114 

Campus Facilities 17 

Campus Visit 27 

Career Services 81 

Chemistry Programs 115 

Class Attendance 70 

CLEP 31 

Commencement Exercises 74 

Communications Programs 118 

Community Life 55 

Computer Applications Proficiency 

Requirement 99, 1 10, 1 14, 125 

Computer Facilities and Services ... 21 

Computer Science Minor 122 

Computer Use Policy 21 

Conant Performing Arts Center .... 19 

Core Curriculum 89 

Counseling 61 

Credit by Examination 31 

Cross Registration 68 

Dean's List 73 



Degrees 96 

Degrees With Honors Thesis 74 

Degrees With Latin Academic 

Honors 74 

Disability Access 18 

Discriminatory Harassment 

Policy 57 

Dorough Field House 20 

Double Major Policy 74 

Drop and Add 69 

Dual Degree Programs: 

Art 106 

Engineering 135 

Environmental Studies 141 

Early Admission 30 

Economics Programs 124 

Education Programs 128 

Emerson Student Center 19 

Engineering Program 135 

English Programs 136 

Environmental Studies Program .. 141 

Experiential Education 82 

Faculty 202 

Faith Hall 20 

Fees and Costs 50 

Final Examinations 71 

Financial Assistance 35 

First- Year Experience 80 

Fraternities 60 

French Programs 142 

Fresh Focus 80 

General Science Courses 144 

German Courses 145 

Goodman Hall 20 

Goslin Hall 20 

Grading 70 

Graduation Exercises 74 

Graduation Requirements 73 

Greek Courses 146 

Greek Organizations 60 

Health Services 62 

Hearst Hall 19 

History Programs 146 

History of Oglethorpe 11 

Home School Students 31 

Honor Code 77 

Honors and Awards 63 

Honors Program 83 



216 



Housing 61 

Individually Planned Major 151 

Individually Planned Minor 152 

Interdisciplinary Studies 152 

International Baccalaureate 

Credit 31 

International Exchange 

Partnerships 86 

International Students 29, 62 

International Studies Major 153 

International Studies-Asia 

Concentration Major 154 

Internships - See Experiential 

Education 82 

Intramural and Recreational 

Sports 60 

Japanese Culture Minor 156 

Japanese Language Minor 156 

Joint Enrollment 29 

Latin Academic Honors 71 

Latin Courses 158 

Learning Disabilities Resource 

Center 81 

Library (Lowry Hall) 18 

Lupton Hall 19 

Major Programs 96 

Mathematics and Computer Science 

Minor 161 

Mathematics Proficiency 

Requirement 73 

Mathematics Programs 158 

Meals 61 

Minor Programs 97 

Museum 18 

Music Minor 162 

Music Performance 162 

National Alumni Association 

Board of Directors 200 

Non-Traditional Students 30 

Normal Academic Load 76 

The O Book 62 

Oglethorpe Student Association .... 58 

Orientation 56 

Part-Time Fees 49 

Philosophy Programs 163 

Physical Fitness Course 168 

Physics Programs 169 

Policies: 

Discriminatory and 

Sexual Harassment 57 



E-mail and Computer Use 21 

Grade Appeal 72 

Math Proficiency Requirement ... 73 

Residency Requirement 28, 74 

Tuition Refund 51 

Politics Programs 172 

Pre-law Studies Program 172 

Pre-medical Studies Program 175 

President's Advisory Council 198 

Probation and Dismissal 72 

Professional Option 176 

Psychology Programs 176 

Refund Policy 52 

Registration 68 

Residence Halls 20 

Residency Requirement 28, 74 

Rich Foundation Urban Leadership 

Program 87 

Satisfactory/Unsatisfactory Option ... 71 
Schmidt Sport & 

Recreation Center 21 

Scholarships 42 

Second Baccalaureate Degree 75 

Semester System 76 

Sexual Harassment Policy 57 

Social Work Program 181 

Sociology Programs 180 

Sophomore Choices 80 

Sororities 60 

Spanish Programs 185 

Special Students 30 

Student Organizations 59 

Study Abroad 86 

Teacher Certification-Post 

Baccalaureate 131 

Teacher Education Program 128 

Theatre Minor 187 

Tradition, Purpose, and Goals 7 

Transfer Students 27 

Transient Students 30 

Tuition 49 

Tutoring (ARC) 81 

University College 193 

Urban Leadership Program 87 

Withdrawal from a Course 51,69 

Withdrawal from the University ... 51, 69 
Women's and Gender Studies 

Minor 189 

Writing Minor 190 



217 



itinniu 

issi 



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Please send me additional information: 
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Address 



City State Zip. 

Phone ( ) 



School Attending. 
Graduation Year 



Field of Interest (if decided) 
Non-Academic Interests 



Mail to: Admission Office 

Oglethorpe University 
4484 Peachtree Road, N.E. 
Atlanta, Georgia 30319 



Sj Ctyfetfwpe 



Please send me additional information: 
Name 



Address 



City State Zip. 

Phone ( ) 



School Attending. 
Graduation Year 



Field of Interest (if decided) 
Non-Academic Interests 



Mail to: Admission Office 

Oglethorpe University 
4484 Peachtree Road, N.E. 
Atlanta, Georgia 30319 



BUSINESS REPLY MAIL 

FIRST CLASS MAIL PERMIT NO. 1542 ATLANTA, GA 



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Admission Office 

Oglethorpe University 
4484 Peachtree Road, N.E. 
Atlanta, Georgia 30319 



NO POSTAGE 

NECESSARY 

IF MAILED 

IN THE 

UNITED STATES 



BUSINESS REPLY MAIL 

FIRST CLASS MAIL PERMIT NO. 1 542 ATLANTA, GA 



POSTAGE WILL BE PAID BY ADDRESSEE 



Admission Office 

Oglethorpe University 
4484 Peachtree Road, N.E. 
Adanta, Georgia 30319 



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IF MAILED 

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UNITED STATES